Involving stakeholders in Learning analytics design is a hard task that requires a clear strategy that otherwise creates a problem with low adoption, disengagement with the tools and unclear expectations. Including teachers, learners, developers and other stakeholders as collaborators in design (Co-design) bring promising benefits in democratizing, aligning and acknowledging stakeholders’ expectations.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This document summarizes a presentation given at the 2015 ALA Conference about youth collaborative practices and information use during guided discovery-based game design learning. It discusses the Globaloria program, which uses a constructionist approach to teach digital literacy, computer science, and core subjects through game design. Students develop six contemporary learning abilities like project management and information seeking. Research shows Globaloria improves test scores and engagement. The document examines debates around constructivism and cognitive load, noting Globaloria provides structure. It outlines existing findings on Globaloria's effects and mechanisms of student inquiry.
Visualizing Data: Infographic Assignments across the Social Work CurriculumLaurel Hitchcock
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
A hands-on approach to digital tool criticism: Tools for (self-)reflectionMarijn Koolen
Digital tool criticism is a recent and important discussion in Digital Humanities research. We define digital tool criticism as the reflection on the role of digital tools in the research methodology and the evaluation of the suitability of a given digital tool for a specific research goal. The aim is to understand the impact of any limitation of the tool on the specific goal, not to improve a tool’s performance. That is, ensuring as a scholar to be aware of the impact of a tool on research design, methods, interpretations and outcomes. Our goal with developing digital tool criticism as a method is to help scholars better understand how research methods, tools and activities shape our interpretations. Based on our experiences with two hands-on workshops on digital tool criticism, we find that reflection on using digital tools and data in all phases of the research process is key.
Reflection urges scholars to consider digital data and tools as part of the overall research goals and design, and interdependent with other elements of research design, namely research questions and methods. As scholars go through their research process, assumptions on the research design and the connection between tools, data and questions are constantly challenged, forcing updates in the design and the interpretation of data and question.
Design Patterns for Badge Systems in Higher EducationHans Põldoja
Presentation at the ICWL 2016 - 15th International Conference on Web-based Learning. 26 October 2016, Rome, Italy.
Publication:
Põldoja, H., Jürgens, P., & Laanpere, M. (2016). Design Patterns for Badge Systems in Higher Education. In M. Spaniol, M. Temperini, D.K.W. Chiu, I. Marenzi, & U. Nanni (Eds.). Lecture Notes in Computer Science: Vol. 10013, Advances in Web-Based Learning - ICWL 2016 (pp. 40–49). Cham: Springer. http://dx.doi.org/10.1007/978-3-319-47440-3_5
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This document summarizes a presentation given at the 2015 ALA Conference about youth collaborative practices and information use during guided discovery-based game design learning. It discusses the Globaloria program, which uses a constructionist approach to teach digital literacy, computer science, and core subjects through game design. Students develop six contemporary learning abilities like project management and information seeking. Research shows Globaloria improves test scores and engagement. The document examines debates around constructivism and cognitive load, noting Globaloria provides structure. It outlines existing findings on Globaloria's effects and mechanisms of student inquiry.
Visualizing Data: Infographic Assignments across the Social Work CurriculumLaurel Hitchcock
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
A hands-on approach to digital tool criticism: Tools for (self-)reflectionMarijn Koolen
Digital tool criticism is a recent and important discussion in Digital Humanities research. We define digital tool criticism as the reflection on the role of digital tools in the research methodology and the evaluation of the suitability of a given digital tool for a specific research goal. The aim is to understand the impact of any limitation of the tool on the specific goal, not to improve a tool’s performance. That is, ensuring as a scholar to be aware of the impact of a tool on research design, methods, interpretations and outcomes. Our goal with developing digital tool criticism as a method is to help scholars better understand how research methods, tools and activities shape our interpretations. Based on our experiences with two hands-on workshops on digital tool criticism, we find that reflection on using digital tools and data in all phases of the research process is key.
Reflection urges scholars to consider digital data and tools as part of the overall research goals and design, and interdependent with other elements of research design, namely research questions and methods. As scholars go through their research process, assumptions on the research design and the connection between tools, data and questions are constantly challenged, forcing updates in the design and the interpretation of data and question.
Design Patterns for Badge Systems in Higher EducationHans Põldoja
Presentation at the ICWL 2016 - 15th International Conference on Web-based Learning. 26 October 2016, Rome, Italy.
Publication:
Põldoja, H., Jürgens, P., & Laanpere, M. (2016). Design Patterns for Badge Systems in Higher Education. In M. Spaniol, M. Temperini, D.K.W. Chiu, I. Marenzi, & U. Nanni (Eds.). Lecture Notes in Computer Science: Vol. 10013, Advances in Web-Based Learning - ICWL 2016 (pp. 40–49). Cham: Springer. http://dx.doi.org/10.1007/978-3-319-47440-3_5
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
Who need us? Inquiring into the participatory practices of others and what th...Mariana Salgado
Participatory design methodologies have traditionally focused on activities led by expert practitioners. However, others such as community artists and activists also use similar participatory techniques. This document examines the practices of these other participatory facilitators and identifies both similarities and differences compared to traditional participatory design. Interviews revealed differences in goals, tools, facilitation styles, and documentation practices. However, the document concludes that participatory designers are still needed and should collaborate with and learn from other participatory practitioners to establish more effective and sustained participatory activities.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
This document discusses using visual mapping tools like LiteMap to help students develop responsible research and innovation (RRI) skills. It describes an exploratory study using LiteMap in open online courses to see if annotation and mapping helped learning. Key findings were that LiteMap helped some students annotate and visualize notes, though training was needed to use it effectively. Benefits included motivation, better connecting evidence to ideas, and facilitating writing. The study highlights the value of annotation and mapping for developing inquiry skills and evidence-based thinking.
Who need us. Inquiring about the par0cipatory practices of others and what it...Mariana Salgado
The document discusses participatory practices used by others outside of design, including community artists and activists. It summarizes interviews with six such practitioners. Their aims varied, with some focusing on encounters between participants rather than outcomes. Tools included participatory design methods as well as general discussion techniques. Facilitation styles differed, such as using performance. Views on documentation ranged from seeing it as disruptive to not considering future use. The document concludes that participatory designers can collaborate with and learn from other practitioners to stage more sustained and collaborative activities.
Who needs us? Inquiring about the participatory practices of others and what ...Mariana Salgado
This is a presentation in the conference organized by the European Academy of Design in Paris, France in April, 2015. The presentation is for a paper on the same title that can be also download from my profile in Slideshare. The paper was written with Joanna Saad-Sulonen
Sven Charleer developed learning dashboards in 7 different designs across 3 learning settings - classrooms, study advice sessions, and general student use - involving over 100 students, 20 instructors, and 17 study advisers. The dashboards aimed to provide visualizations of learning analytics data to support students, instructors, and advisers. Evaluations of the dashboards led to 19 publications and ongoing interest from universities to deploy the dashboards more widely.
Co-designing learning dashboards for scalable feedbackTinne De Laet
This document discusses co-designing learning dashboards for providing scalable feedback. It describes two dashboards created at KU Leuven: LISSA for advisors and students, and REX for students. LISSA displays grade and activity data to support advisor-student dialog. Evaluations found it helps focus conversations on personal paths. REX is student-facing and shows exam results with tips. A design process involved stakeholders and started with available data to provide actionable but nuanced feedback. Context matters in dashboard design and simply copying solutions may not work.
Concept-Level Design Analytics for Blended CoursesLaia Albó
Paper presentation at ECTEL conference 2019 (http://www.ec-tel.eu/index.php?id=918).
Paper citation and link:
Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-29736-7_40
The document discusses the OU Learning Design project which aims to create more effective learning activities using technologies. It does this through understanding design empirically and visually with tools like CompendiumLD. The project involves fact finding, developing tools and resources, and workshops. It provides design strategies, forms of representation, and views of design. CLouDworks allows sharing designs through tagging and annotation. The goals are eliciting new designs, reusing existing ones, and guiding the design process to benefit both designers and learners.
In our expanding electronic world, librarians are increasingly asked to plan and manage digital projects. The challenge is articulating the scope of the project and providing a clear and succinct justification. This session outlines 5 key questions every manager must answer to define and justify any digital project:
• Why you are undertaking the project?
• What you want the project to achieve?
• For whom you are undertaking the project?
• When you will achieve it?
• How you will achieve it?
This document provides guidance on planning digital projects. It discusses defining projects in terms of why they are being undertaken, what they aim to achieve, who the target audience is, and when and how the goals will be achieved. It also covers conducting an environmental scan to understand user needs, identifying stakeholders, conducting a gap analysis to determine unmet needs, and performing cost-benefit and risk analyses to evaluate potential solutions. The overall aim is to plan projects that meet user needs in an achievable and sustainable way.
#Edu14 Seminar on the State of Social Media in Higher EdLaura Pasquini
The document discusses social media guidelines and policies from 250 higher education institutions. It uses latent semantic analysis to analyze over 24,000 social media guideline passages and identify 36 universal topics that emerged. One of the identified topics was engagement, which was characterized by high-loading terms related to engaging, sharing, conversing, and interacting online. Examples of atomic social media passages that loaded strongly on this topic of engagement encouraged behaviors like engaging others, being engaging in content, and facilitating conversations. The analysis provided a structured understanding of the key concepts addressed within social media policies across different institutions.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
Revolutionizing the Digital Landscape: Web Development Companies in Indiaamrsoftec1
Discover unparalleled creativity and technical prowess with India's leading web development companies. From custom solutions to e-commerce platforms, harness the expertise of skilled developers at competitive prices. Transform your digital presence, enhance the user experience, and propel your business to new heights with innovative solutions tailored to your needs, all from the heart of India's tech industry.
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10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
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Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
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Davinia_Hernandez-Leo @JRC_EU_Seville_2019
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This is a presentation in the conference organized by the European Academy of Design in Paris, France in April, 2015. The presentation is for a paper on the same title that can be also download from my profile in Slideshare. The paper was written with Joanna Saad-Sulonen
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Paper citation and link:
Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-29736-7_40
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1. Engaging stakeholders in
the learning analytics
design process
Carlos Gerardo Prieto Alvarez
PhD candidate in Learning Analytics
1
Supervisors:
Simon Buckingham Shum
Roberto Martinez-Maldonado
4. Stakeholders are excluded in the LA
design process
4
Assumptions
(Drachsler and Greller
2012 ; McGregor
2016)
Misrepresentation of
learners interest
(Beattie 2014, Sharon
Slade and Prinsloo
2013)
Powerlessness
(Randy Bass, Mindy
McWilliams et al. 2015)
Disengagement
(Mitra 2004)
Concerned
(Sharon Slade and Prinsloo
2015)
(Bart Rienties 2014)
Alienation
Impact of adoption
(Dyckhoff et al. 2012)
Teachers
(Mitra 2004 ; Beattie
am Woolner 2007;
Scott 2014)
Neglecting student
involvement
Students
5. c
Stakeholders collaboration in design
5Based on Sanders, E. B.-N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 25(2).
Expert Mindset
“users” seen as
subjects (reactive
informers)
Participatory Mindset
“users” seen as
partners (active
co-creators)
Design-Led
Research-Led
c
Co-Design
Co-design research field
The field sits in a place where
contemporary PD invites
stakeholders as active
participants while
researchers/practitioners
manage the design process.
6. Gap in learning analytics design
6
DATA
Mining techniques
Analysis methods
Analytics design
EDUCATION
Learning design
Learner experience
Epistemic theory
7. Gap in learning analytics design
7
DATA
Mining techniques
Analysis methods
Analytics design
EDUCATION
Learning design
Learner experience
Epistemic theory
STAKEHOLDERS
IN TECH DESIGN
Methods
Tools and Techniques
Collaborative process
GAP
Lack of active stakeholders’
collaboration in the design
process of learning analytics
8. Gaps in research for co-designing LA
8
Unclear definition of
the distinctive challenges of
co-design learning analytics.
Lack of understanding on
how to support designers
and researchers in co-
designing with stakeholders
for learning analytics.
The role of the
practitioner/researcher when
engaging with stakeholders
for co-design in learning
analytics.
9. Research questions
9
How do co-design techniques assist in the integration
of diverse stakeholders in the LA design process?RQ1
What is the role of the Co-design
practitioner/researcher in the LA design process?RQ2
What are the obstacles/challenges to engaging
stakeholders in the LA design process?RQ3
12. 12
Analysis method: Thematic Analysis
ST1: “So if I... All I do is UTS
online. So they’re collecting
data from me when I do
that? When I log into my
course? How do they...?
What data are they
collecting?”
Transcript Assign Code Pre-set Themes
Surveillance
Data literacy
14. 14
Analysis method: Critical incidents
Design Vignette
Tool interaction
Facilitator action
Conversation Participant action
Facilitator Action Conversation Tool Interaction
[Narrative]
Exemplify
Would you use
social media data
or blog posts?
DS: Blog posts Points at one
card
[Narrative]
Inquire
What AM would
you use?
DS: Text analysis Moves one card
16. 16
Case study 1: Feedback in Nursing training
Context
Design an automated learning analytics tool that can provide immediate
feedback to nurses in the classroom while they engage in healthcare
simulations. Sessions with students involve multiple teams working at the
same time and the main observed issue is that students don’t receive
enough feedback after practice.
Participants (12 Sessions 3 Iterations)
15 Learners (L)
2 Teachers (T)
1 Learning Designer (LD)
1 Course Director (CD)
2 Researchers (R)
1 Co-design practitioner (CP)
18. 18
Case study 2: Tracking graduate attributes for data science
students.
Context
This study was conducted as part of an authentic process to create a
learning analytics tool for Graduate Attribute development with students
from MDSI (Masters in Data Science and Innovation). The current tools used
by students provided a limited but well-received help for new and senior
students on the program. However, there was a need for new tools starting
for the current learning analytics component of a blogging platform called
CIC Around offered by the University of Technology Sydney.
Participants: 9 sessions 2 Iterations
16 Learners (L)
2 Teachers (T)
1 Learning Designer (LD)
2 Data Scientists (DS)
2 Course Director (CD)
1 Researcher (R)
1 Co-design practitioner (CP)
2 Developers (Dev)
20. 20
Case study 3: Co-designing OnTask rules to deliver feedback on
scale
Context
OnTask feedback is sent through personalized emails to hundreds of students.
For teachers and academics to deliver so many emails, they must understand
how to set up rules defining conditions in the student data which will trigger
the inclusion of a feedback message in the email. A rule requires for teachers
to select the intended audience for the email, pick a source of data available
from the LMS, assign values and conditions to make sure the message is being
sent to the right students.
Participants (1Session 1 Iteration)
1 Teacher (T)
2 Learning Designers (LD)
1 Faculty Admin (FA)
1 Ed Tech Designer (ED)
1 Co-design practitioner (CP)
22. Thesis Contributions
22
Analysis of the design
challenges for co-design in
LA leading to
recommendations
Analysis of the role of the co-
design practitioner leading to
guidelines
Toolkit for practitioners to
adopt/adapt co-design
techniques for LA co-design
29. Adaptation: Learner/Data Journey
29
Published in: Carlos G. Prieto-Alvarez, Martinez-Maldonado, R., & Shum, S. B. (2018). Mapping Learner/Data Journeys: Evolution of a Visual Co-Design Tool.
Paper presented at the OzCHI'18, Melbourne, Australia.
32. 32
Interactive Learner/Data Journey
Effectiveness
Synthesises and cleans up multiple student maps
Prompts instant self-reflection
Helps participants understand the role of learning analytics tools.
Produce feedback useful for the co-design practitioner
37. Example of participants using the LA-DECK
37Carlos G. Prieto-Alvarez, Roberto Martinez-Maldonado, & Simon Buckingham Shum (2020). LA-DECK: A card-based learning analytics co-design tool.
10th International Conference on Learning Analytics and Knowledge (LAK20, March 2020), Frankfurt, Germany.
38. Summary of movements LA-DECK
38
Learning Objective
User Interface
Analytics Type
Data Source
Analytics Methods
Privacy
Testing Site
Carlos G. Prieto-Alvarez, Roberto Martinez-Maldonado, & Simon Buckingham Shum (2020). LA-DECK: A card-based learning analytics co-design tool.
10th International Conference on Learning Analytics and Knowledge (LAK20, March 2020), Frankfurt, Germany.
39. LA-DECK effectiveness
39
Common learning analytics language
Expressiveness of the deck.
Facilitating creative combinations of information and ideas
The cards serve as hints for participants to structure their ideas using in a
language that others could understand.
Categories and cards complete the main components in a LA tool.
The visual representation of the process helps participants navigate options.
Some suits generated more discussion than others, like Privacy and User
Interface. In other cases, ideas converge, and the co-design process continues.
40. LA-DECK effectiveness
40
Common learning analytics language
Expressiveness of the deck.
Facilitating creative combinations of information and ideas
The cards serve as hints for participants to structure their ideas using in a
language that others could understand.
Categories and cards complete the main components in a LA tool.
The visual representation of the process helps participants navigate options.
Some suits generated more discussion than others, like Privacy and User
Interface. In other cases, ideas converge, and the co-design process continues.
41. LA-DECK effectiveness
41
Common learning analytics language
Expressiveness of the deck.
Facilitating creative combinations of information and ideas
The cards serve as hints for participants to structure their ideas using in a
language that others could understand.
Categories and cards provide broad coverage of key components in a LA tool.
The visual representation of the process reminds non-experts of options.
Some suits generated more discussion than others, like Privacy and User
Interface. In other cases, ideas converge, and the co-design process continues.
47. Why participants failed to complete the
task?
47
Common learning analytics language
The concepts are too complex for participants to understand pushing them to create their own representations
through post-its.
Expressiveness of the deck.
Technical language used on cards was mostly familiar for IT people but not educators
Agreement/disagreement.
Participants found the object too complex making them disregard the cards and have short conversations
without using the representations.
48. Co-design techniques recommendations
48
The adoption and adaption of co-design tools benefits from
stakeholders’ diversity1
Select the proper combination of tools by understanding
their intended use and limitations2
Tools & techniques can be used to teach participants how
to become better co-design partners.3
49. Co-design techniques recommendations
49
Provide diverse communications channels for participants to
communicate before/after sessions.4
Make design results available for participants.5
The co-design process is not only a software development
task but also a learning opportunity for participants.6
50. Download the co-design toolkit
50
Toolkit available
https://masterprieto.com/playbook.html
51. 51
Analysis of the design challenges for co-
design in LA leading to recommendations
52. 52
Challenges of co-design for LA in practice
SURVEILLANCE Are you following me?
POWER RELATIONSHIPS Students against teachers.
LEARNING DESIGN Let’s start with the
curriculum!!
TEACHING & LEARNING
EXPERIENCE
I’m not an expert but….
DATA & ALGORITHM
LITERACY
What is this “analytics” about?
53. Challenges emerging in LA Co-design
53
SURVEILLANCE
There may be tension between what teachers want to see in students’ data, what
students are willing to share, and the purposes for which data are being used.
54. 54
Students differences in concerns over repercussions when
exposing data about mistakes.
Facilitator: What do you think about sharing this data
with other students?
ST3: I think it’s good as long as it’s not used against us
so we’re not ranked badly or something like that
because that’s…
ST2: I never thought of that.
ST3: It’s quite personal information.
ST2: Information should be shared. If information is
retained, it’s pointless.
Practitioner
Action
Inquire
55. Challenges emerging in LA Co-design
55
LEARNING DESIGN
During a Co-design session it may be hard to distinguish between designing the learning
analytics tools and designing the learning activity/assessment.
56. 56
The course director argues about assessing writing skills through
the current learning design as very subjective.
Facilitator: Did you manage the user interface in CICAround
as a teacher in your case what would you like to see either
to help you map the writing skills.
CD: So is this like feedback to the student like in AWA or is it
for the academics and… The thing is, when you say develop
writing skills, the quality of writing is highly subjective.
CD (Action – points at the data source cards and learning
context card [Blogging activity])
CD: And the other thing there… Yes and the other thing is
how are you going to judge it. Are you going to judge it one
student against the other?, or are you going to judge it in
terms of this student over this time has gotten better, and
what does that mean and what would that look like?.
Practitioner
Action
Inquire
57. Challenges emerging in LA Co-design
57
DATA & ALGORITHM
LITERACY
Learners and teachers may provide valuable insights, or have strong views about, data and
algorithms but most of the time ignore the inner workings of these algorithms and
representations of data.
58. 58
Students’ inexperience with data leads to a misunderstanding of
how information is being analysed.
ST1: It is just having an algorithm and that is say, this, this,
tick, tick, tick, this feedback and then this, this, this, this
feedback.
Facilitator: Do you find it sensible to be tracked during the
simulations?
ST2: I didn't even realize they collected data. How did they
collect data from us?
ST1: So if I... All I do is UTS online. So they’re collecting data
from me when I do that? When I log into my course? How
do they...? What data are they collecting?
ST2: Oh, so your teachers know you’ve done stuff.
ST1: You have done stuff.
ST2: Oh my God, I do everything...
Practitioner
Action
Inquire
59. Challenges emerging in LA Co-design
59
TEACHING & LEARNING
EXPERIENCE
Asking students to co-design LA tools may be challenging for facilitators considering that
learners’ remarks are mostly empirical.
60. 60
Students Session 3
Facilitator: We can provide you feedback, too; your patterns, conversations,
something. Would you prefer to be… Would you return to your table, or [unclear]
the mannequin?
EST3: The mannequin.
EST2: yes
EST2: I think I’d prefer to get feedbacks and remediation when there’s a problem
that arises rather than toward the end when the whole thing has become more
blurred.
Teacher Session 5
TE: I think it’d be really useful in the debrief. I don’t think it’s going to be good
during the sim, because I think they’ll get distracted by it, they’ll be looking at
what they’re doing. I think if any student says, I want that, in the middle of a sim, I
think it’s going to be detrimental; it’s going to…
There is a tension between students’ preference and teachers’
pedagogy expertise in terms of automated feedback provision.
Practitioner
Action
Inquire
61. Challenges emerging in LA Co-design
61
POWER RELATIONSHIPS
Respect the contributions that every stakeholder brings while addressing the potential
tensions or conflicting perspectives that may appear amongst stakeholders holding
asymmetric power relationships.
62. 62
Students inexperience with data leads to a misunderstanding of
how information is being analysed.
Facilitator: Do you think stakeholders’ position and ability to influence the design process had an
impact in your project?
Practitioner/Researcher: So, because of [Course Director] came in… students were more engaged into
the… Into this research. Then we could have access to students. And [Course Director] said, yay, it will
be good, to all the students. It will be good if you had some time like next week to do some
interviews with [Practitioner/Researcher]and [Supervisor], because blah, blah, blah. It was because
of [Course Director] comments to students that we could get students. They also suggested to add
question that were not part of my research questionnaire.
Practitioner/Researcher: I was completely lost actually. I think that I won't be, I wouldn't be able to
finish my PhD at this point.
Practitioner
Action
Inquire
68. 68
Co-design practitioner as a researcher
Represent
Adapt
Exemplify
Researcher
Contributes to learning analytics and co-design research
Brings in other researcher skills to assist
Documents the co-design process
69. 69
Co-design practitioner as a facilitator
Represent
Adapt
Exemplify
Facilitator
Inquire stakeholders into reflection
Maintains the participatory landscape clean after constant
deliberation
Improvises and avoids the anchoring effect
Balances personal research interests with the needs of
stakeholders, and quality of the design process
71. 71
Relevance for the LA field.
The co-design practitioner for LA must act not only as a facilitator
to guide the co-design process but must also balance their
researcher role.
The toolkit and recommendations allow LA designers to bring
collaboration into their projects.
Co-design practitioners for LA can prepare and be aware of the
emerging challenges before starting their collaborative process.