EEE: The UVA view
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The document summarizes the University of Virginia's focus on understanding and implementing orchestration across multiple educational spaces, linking activity and data flows between spaces like virtual learning environments and 3D worlds, and supporting regulation and evaluation of learning activities across spaces.
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Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
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yannis@jtelss_20220605_final.pptx
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
yannis@collabtech_20221110_final.pptx
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.
yannis@gu_20221027.pptx
This document discusses human-centered learning analytics and the importance of teacher agency in designing learning analytics solutions. It addresses two dilemmas: 1) existing learning analytics solutions often ignore teacher agency and orchestration, and 2) artificial intelligence agents using learning analytics may not be transparent, trustworthy, responsible or ethical from a student perspective. The talk will discuss these dilemmas, models for human-AI complementarity that augment teachers, and principles for human-centered learning analytics that involve teachers and students in the design process. The goal is to design learning analytics solutions that consider both teacher and student agency through a human-centered approach.
Yannis@lala2020 20201002
Este documento presenta principios de diseño centrado en la persona para analítica de aprendizaje orientada a la acción. Discute la importancia de alinear la analítica de aprendizaje con el diseño de aprendizaje e involucrar a los docentes y estudiantes. También enfatiza el uso de teorías educativas para guiar el diseño e implementación de soluciones de analítica de aprendizaje. Finalmente, presenta un estudio de caso que ilustra cómo aplicar estos principios para desarrollar una herramienta que guíe
Yannis@ascilite 20200908 final
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Yannis@csedu 20200504 final
This presentation discusses aligning learning design and learning analytics using a human-centered design approach. It provides an overview of the connections between learning analytics and learning design, and how learning theory can inform learning analytics. It then describes a longitudinal study that developed a learning analytics tool called the Teacher Action Planner, which was grounded in learning theory and aligned with the learning design and platform. The study found that bringing teachers into the design process and basing the tool on learning theory and design principles helped optimize the learning design based on analytics. However, longer term studies are still needed to fully understand the impacts on teaching and learning.
Yannis@etpe2017 20170421b
Keynote talk at ETPE 2017: Teachers as designers and orchestrators of innovative ICT-based collaborative learning. Good practices and support systems
Yannis@patras seminar a_20150512a
This document summarizes a seminar on research methodologies in technology enhanced learning. It discusses various topics related to doctoral research including defining research questions, literature reviews, methodologies, evaluation processes, research communities and paradigms. Examples from past student theses are provided to demonstrate mixed methods approaches, iterative design processes, and lessons learned regarding defining problems, collecting and analyzing data, and engaging with peer review.
Supporting teachers as designers: (Some) Research threads at GSIC/EMIC
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Yannis@chili 20171211b
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
Yannis@trondheim 20171108a
This document discusses aligning design for learning (D4L) with learning analytics (LA) in technology-enhanced learning ecosystems. It proposes that D4L knowledge can be captured through conceptual tools like principles, patterns and processes. D4L forms part of teacher inquiry and should inform and be informed by LA through teaching analytics. Multiple frameworks could explain the relationships between D4L, LA, the learning environment and stakeholders like teachers. Bringing these perspectives together could help support teachers as designers and orchestrators through sustainable systems.
Patterns, approaches and systems to support teachers in designing for technol...
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
emadrid_dimtiriadis_orchestration_20130215
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
Yannis@brisbane cipl research_seminar_20120717
This document summarizes a lunchtime research seminar on orchestrating computer supported collaborative learning. It discusses conceptual tools like the "5+3" orchestration framework and multi-level patterns. It also discusses technological tools like the Web Collage learning design tool. The presentation evaluates these tools and their usefulness for supporting teachers in orchestrating technology-enhanced learning environments.
Yannis@brisbane cipl seminar_workshop_20120716
Seminar and Workshop on patterns, learning design and orchestration in CSCL (University of Queensland, Brisbane, July 18, 2012
Gsic@decl icls2012 20120701
The document summarizes a workshop on digital ecosystems for collaborative learning that aims to help educators deploy CSCL scripts into mainstream virtual learning environments that integrate third-party web and augmented reality tools. Specifically, it seeks to integrate augmented reality into distributed learning environments along with VLEs and other web tools to help teachers sustainably use these tools in authentic collaborative learning classrooms. It presents a prototype and proof of concept using a jigsaw-based collaborative script, web and AR browsers, and geo-located web resources and 3D models to support the lifecycle of CSCL scripts and orchestrate reflected spaces across ubiquitous learning tools and devices.
Orchestrating collaborative technology-enhanced ecosystems: How to support te...
This document discusses tools for supporting teachers in orchestrating technology-enhanced learning ecosystems. It begins by introducing a conceptual framework called "5+3 aspects" for understanding orchestration and evaluating its completeness and usefulness. It then discusses "multi-level patterns" as conceptual tools to support teachers, including learning flow and assessment patterns. Technological tools are also important, including the Web Collage learning design tool which represents designs visually and allows incorporating patterns. The document emphasizes supporting teachers with both conceptual and technological tools to help orchestrate complex learning environments.
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Supporting teachers as designers: (Some) Research threads at GSIC/EMIC
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