This presentation was given at the 7th Learning Analytics and Knowledge conference (2017) in Vancouver, BC. It presents the trends and issues in student-facing learning analytics reporting research as identified by a literature review including over 90 articles.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Designing, developing, and evaluating a real time student dashboardBob Bodily
We discuss the technical infrastructure needed to capture student data in an open learning environment (beyond the LMS), our iterative design process along with dashboard prototypes, and our dashboard evaluation results from focus groups and a survey.
Visit BobBodily.com for more information about my research.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...Blackboard APAC
Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Designing, developing, and evaluating a real time student dashboardBob Bodily
We discuss the technical infrastructure needed to capture student data in an open learning environment (beyond the LMS), our iterative design process along with dashboard prototypes, and our dashboard evaluation results from focus groups and a survey.
Visit BobBodily.com for more information about my research.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
Online assessment and data analytics - Peter Tan - Institute of Technical Edu...Blackboard APAC
Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
NIU Blackboard Portfolio Pilot InformationJason Rhode
slides from initial informational meeting held 5/14/2010 introducing the features of the Blackboard Portfolio tool to be piloted during summer and fall 2010 at Northern Illinois University
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
E-Learning in Newborn HealthA paradigm shift in continuing professional deve...nisaiims
Dr Anu Thukral
dranuthukral@gmail.com
Department of Pediatrics , All India Institute of Medical Sciences
WHO-CC for Training & Research in Newborn Care
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beeve...Blackboard APAC
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Supporting Faculty in the Virtual ClassroomMelanie
Presented at the ITC e-Learning 2009 Conference
Melanie Bartlett
Asst. Director – Virtual Learning
David Rausch, PhD
Director – Center for Teaching and Learning
Macomb Community College
As colleges recognize the opportunities and advantages technology brings to the face-to-face and virtual classroom, the distinction between those who provide instructional design, IT, and academic development support blurs. Quality faculty support requires an understanding of adult learning and a focused approach to reducing unnessary faculty effort. Simple tools such as learning object repositories provide an array of resources that can make things easier for faculty and college's support teams. The presenters will discuss techniques for successfully supporting faculty in the virtual classroom including certification training, the use of open labs, workshop formats, and virtual meeting/training tools.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
Extending Moodle - Moodlemoot Romania 2013Gavin Henrick
Presentation on Extending Moodle through Add-ons.
Presented at Moodlemoot Romania 2013.
Based on some of the principles from the book - http://moodleaddons.com
Developing Conceptual Understanding Through Alternative AssessmentKatherine Haxton
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Data protection and privacy framework in the design of learning analytics sys...Tore Hoel
Presentation on The Influence of Data Protection and Privacy Frameworks on the Design of Learning Analytics Systems at LAK17, Vancouver, Canada - 2017-03-16
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
NIU Blackboard Portfolio Pilot InformationJason Rhode
slides from initial informational meeting held 5/14/2010 introducing the features of the Blackboard Portfolio tool to be piloted during summer and fall 2010 at Northern Illinois University
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
E-Learning in Newborn HealthA paradigm shift in continuing professional deve...nisaiims
Dr Anu Thukral
dranuthukral@gmail.com
Department of Pediatrics , All India Institute of Medical Sciences
WHO-CC for Training & Research in Newborn Care
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beeve...Blackboard APAC
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Supporting Faculty in the Virtual ClassroomMelanie
Presented at the ITC e-Learning 2009 Conference
Melanie Bartlett
Asst. Director – Virtual Learning
David Rausch, PhD
Director – Center for Teaching and Learning
Macomb Community College
As colleges recognize the opportunities and advantages technology brings to the face-to-face and virtual classroom, the distinction between those who provide instructional design, IT, and academic development support blurs. Quality faculty support requires an understanding of adult learning and a focused approach to reducing unnessary faculty effort. Simple tools such as learning object repositories provide an array of resources that can make things easier for faculty and college's support teams. The presenters will discuss techniques for successfully supporting faculty in the virtual classroom including certification training, the use of open labs, workshop formats, and virtual meeting/training tools.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
Extending Moodle - Moodlemoot Romania 2013Gavin Henrick
Presentation on Extending Moodle through Add-ons.
Presented at Moodlemoot Romania 2013.
Based on some of the principles from the book - http://moodleaddons.com
Developing Conceptual Understanding Through Alternative AssessmentKatherine Haxton
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Data protection and privacy framework in the design of learning analytics sys...Tore Hoel
Presentation on The Influence of Data Protection and Privacy Frameworks on the Design of Learning Analytics Systems at LAK17, Vancouver, Canada - 2017-03-16
Trialling the Moodle My feedback report at UCLJessica Gramp
The Moodle My feedback report is being trialled by UCL Engineering. In this presentation you will find out how the pilot is going and what feedback we have received from students.
Resilience Thinking, Social Learning and Open Innovation PlatformsSimon Buckingham Shum
Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
A Whistestop Tour of Theories for TEL ResearchDoug Clow
Presentation to postgraduate students at the Institute of Educational Technology, The Open University, UK, 28 Feb 2017. A very brief overview of some of the theories that are often referenced in TEL research.
Visual Learning Pulse - Final Thesis presentationDaniele Di Mitri
The final presentation of the master thesis project Visual Learning Pulse: Flow Prediction and Feedback in Self-Regulated Learning, a project collaboration between the Department of Data Science and Knowledge Engineering of the Univeristy of Maastricht and the Welten Institute of the Open University in the Netherlands.
TITLE:
Visual Learning Pulse: Flow Prediction and Feedback in Self-regulated Learning
ABSTRACT:
Visual Learning Pulse is a Master thesis research project developed in cooperation with the Welten Institute, the Research Centre for Learning, Teaching and Technology at the Open University of the Netherlands, and partially nanced by the European project Learning Analytics Community Exchange (LACE). Visual Learning Pulse explores whether physiological and physical data such as heart rate, step count and weather data if correlated with learning activity data can be used to predict learning success in self-regulated learning settings.
To verify this hypothesis an experiment was opportunely designed, consisting of three phases, lasting six weeks and involving nine participants, each of them wearing a Fitbit HR wrist band and having their application usage recorded during their learning and working activities throughout the day. An ad-hoc infrastructure for longitudinal and multi-modal data was designed and implemented. The data from dierent sources were stored using the Experience API (xAPI) data standard in a cloud distributed database called Learning Record Store.
The participants (doctoral students at the Open Universiteit) - were asked to rate their learning experience through an Activity Rating Tool indicating their perceived level of productivity, stress, challenge and abilities. These self-reported performance indicators were used as training labels for the two algorithms employed for prediction of time series data: the Vector Autoregression and Linear Mixed Eect Model.
A major task of the thesis consisted of developing the software application to pre-process, perform the analysis and generate the predictions on real time, in order to provide timely feedback to the users about their learning performances. Although not showing high overall accuracy, the prediction models were successfully learnt and used in production: in the third phase of the experiment, two visualisations mechanisms were used, the Learner Dashboard and the Feedback Cubes.
In addition, a conceptual paper of Visual Learning Pulse, illustrating setup and overall the rationale was presented at the Learning Analytics & Knowledge conference 2016 in Edinburgh, Scotland and was included in CEUR workshop proceedings.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Where is the evidence? A call to action for learning analyticsRebecca Ferguson
Paper presented by Rebecca Ferguson and Doug Clow of The Open University at the Learning Analytics and Knowledge 2017 conference (LAK17) in Vancouver, Canada, 15 March 2016. This presentation builds on work carried out by the FP7-funded European project, the Learning Analytics Community Exchange (LACE)
We’re all trying to find that idea or spark that will turn a good project into a great project. Creativity plays a huge role in the outcome of our work. Harnessing the power of collaboration and open source, we can make great strides towards excellence. Not just for designers, this talk can be applicable to many different roles – even development. In this talk, Seasoned Creative Director Sara Cannon is going to share some secrets about creative methodology, collaboration, and the strong role that open source can play in our work.
Your employees want a bigger piece of the pie. You want to attract and retain top talent while motivating employees to perform at their best. In this webinar, PayScale and BambooHR experts guide you to create a compensation plan that's a win/win for both you and your employees.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
http://www.ccsprojects.com/ - This white paper from CCS Presentation Systems partner eInstruction summarizes key points in that evidence and describe how eInstruction’s CPS student response system can be used in research-based ways to support effective instruction. eInstruction technology gives administrators the ability to instantly capture, grade, report and analyze student performance data. eInstruction offers educators and administrators a family of software, student response systems, interactive whiteboards, mobile interactive whiteboards and powerful enterprise-based administrative tools. Learn more about eInstruction’s CPS systems here: http://bit.ly/WN6wKr
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH . Presented by Tansy Jessop and Yaz El-Hakim (University of Winchester) and Paul Hyland (Bath Spa University). Facilitated by Mark Russell (University of Hertfordshire).
Jisc conference 2011
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
Utilizing Rubrics in Audio/Visual ProductionCorey Anderson
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LAK '17 Trends and issues in student-facing learning analytics reporting systems research
1. Trends and Issues in Student-Facing
Learning Analytics Reporting Systems
Research
Robert Bodily - Brigham Young University, USA
Katrien Verbert - University of Leuven, Belgium
2. RESEARCHQUESTIONS
1. What types of features do student-facing learning analytics
reporting systems have?
2. What are the different kinds of data collected in these
systems?
3. How are the system designs analyzed and reported on?
4. What are the perceptions of students about these systems?
5. What is the actual effect of these systems on student
behavior, student skills, and student achievement?
Research Questions
3. Inclusion Criteria
1. Track learning analytics data
(e.g. time spent or resource use)
beyond assessment data.
2. Report the learning analytics
data directly to students.
3. List of articles can be found at
http://bobbodily.com/article_list
INCLUSIONCRITERIA
4. Methodology
Education
Education & Computer
Science
Computer
Science
Conference
Proceedings
LAK and EDM proceedings IEEE Xplore
Peer Reviewed
Journal Articles
ERIC Google Scholar
ACM Database,
Computers and
Applied Sciences
Literature
Reviews
Verbert et al. 2013, Verbert
et al. 2014, Schwendimann
et al. 2016
Drachsler et al.
2015, Romero
and Ventura 2010
945 articles retrieved from the initial search
94 that fit the inclusion criteria
METHODOLOGY
5. Coding Categories
Functionality of the system
Data sources tracked and reported
Design analyses conducted
Student perceptions
Actual measured effects
Student use
CODINGCATEGORIES
6. Functionality
Purpose of the system
Data mining
Visualizations
Class comparison
Recommendation
Feedback
Interactivity
FUNCTIONALITY
7. Purpose of the System
FUNCTIONALITY
Category Name # of articles % of articles
Awareness or reflection 35 37
Recommend resources 27 29
Improve retention or engagement 18 19
Increase online social behavior 7 7
Recommend courses 3 3
Other 4 4
8. Data Mining
My article definition: any type of statistical analysis
beyond descriptive statistics
• 46 (49%) included a data mining component
• More common in recommender and data mining
systems, less common in dashboards
• Only 16 (17%) included a visualization component and
a recommendations component
FUNCTIONALITY
9. Visualizations
FUNCTIONALITY Visualization Type # of Articles
Bar chart 25
Line chart 19
Table 15
Network graph 10
Scatterplot 10
Donut graph 5
Radar chart 4
Pie chart 3
Timeline 3
Word cloud 3
Other 23
Visualizations in the Other category:
• Learning path visualization
• Box and whisker plot
• Tree map
• Explanatory decision tree
• Parallel coordinates graph
• Planning and reflection tool
• Plant metaphor visual
• Tree metaphor
10. Class Comparison
My article definition: the system had to allow students
to see other students data in comparison with their
own
• 35 (37%) of articles included a class comparison
feature
• Which students are motivated by comparison?
• Which students are unmotivated by comparison?
• What effect does personalizing reporting system
features have on student motivation?
FUNCTIONALITY
11. Recommendations
My article definition: Recommending or suggesting to
the student what to do.
• 43 articles (46%) included recommendations
• 78% of data mining articles provided
recommendations
• Future research should examine differences
between transparent recommendations and
traditional black-box recommendations
FUNCTIONALITY
12. Feedback
My article definition: Telling the user what has
happened using text.
• 17 systems (18%) provided text feedback
• Used frequently for just-in-time feedback and rarely
for unit-level or concept-level data reports
FUNCTIONALITY
13. Interactivity
My article definition: Allowing the user to interact with
the reporting system in some way
• 29 systems (31%) included an interactivity component
• Includes linking to content, filtering data results, or
providing simple/advanced views
• Future research should examine how students are
using these interactive features
FUNCTIONALITY
14. Data Sources
DATASOURCES
Subcategory Name # of Articles % of Articles
Resource use 71 76%
Assessment data 34 36%
Social interaction 33 35%
Time spent 29 31%
Other sensor data 7 7%
Manually reported data 5 5%
16. Needs Assessment
• 6 articles (6%) included a needs assessment
• Santos, Verbert, Govaerts, & Duval (2013)
• Surveyed students to identify needs
• Had students rank needs on importance
• Targeted the most important student issues
• Future research should include explicitly discussed
needs assessments.
DESIGNANALYSIS
17. Information Selection
• 14 articles (15%) included information selection
justification
• Ott, Robins, Haden, & Shephard (2015)
• Examined the literature
• Feild (2015)
• Exploratory data analysis
• Iandoli, Quinto, De Liddo, and Buckingham Shum
(2014)
• Used a theoretical framework
DESIGNANALYSIS
18. Visual Design
• 12 articles (13%) discussed the visual design or
recommendation design process
• Olmos & Corrin (2012)
• Iterative visual design process
• 85% of articles only presented the final visualization or
recommendation
• Future research should report on the visual design
process used
DESIGNANALYSIS
19. Usability Testing
• 10 articles (11%) reported a usability test
• Santos, Verbert, & Duval (2012) and Santos,
Govaerts, Verbert, & Duval (2012)
• System Usability Scale (SUS)
• Santos, Boticario, and Perez-Marin
• Usability and accessibility expert
• Future research should use a system usability scale
(SUS), evaluation expert, or other appropriate
methods to assess usability
DESIGNANALYSIS
22. Student Behavior Changes
1. 21% of students accepted the system recommendation to view additional content (Hsu, 2008)
2. Students participating in courses using the system were more likely to continue taking classes than those who
did not enroll in these courses (Arnold, Hall, Street, Lafayette, & Pistilli, 2012)
3. Students who enabled notifications (on 2 out of 3 systems) showed increased contributions in the social
network space (Xu & Makos, 2015)
4. Students visited the discussion space more frequently but did not post more frequently (Nakashara, Yaegashi,
Hisamatsu, & Yamauchi, 2005)
5. The percentage of posts viewed increased for all students, but there were few sustained changes (Wise, Zhao,
& Hausknecht, 2014)
6. The number of students completing assignments increased and LMS use increased (Chen, Chang, & Wang,
2008)
7. About 50% of students accepted recommendations from the system (Huang, Huang, Wang, & Hwang, 2009)
8. There was an 83.3% student interaction increase after recommendations were given (Holanda et al., 2012)
9. Students completed assignments more quickly and were able to complete the entire course more quickly
(Vesin, Klasnja-Milicevic, Ivanovic, & Budimac, 2013)
10. *For two of the three visualizations, students post quantity increased; for one of three, student post
quantity decreased (Beheshitha, Hatala, Gašević, & Joksimović, 2016)
11. *Students logged in more frequently, completed their coursework more quickly, completed more
questions, and answered more questions correctly on assignments (Santos et al., 2014)
12. *There were no significant differences between the treatment and control groups in terms of learning
efficiency (Janssen et al., 2007)
ACTUALMEASUREDEFFECTS
*Sample size greater than 150 and conducted an actual experiment (randomized control trial or other equivalent
group mean difference testing method)
23. Student Behavior Changes (summary)
1. N > 150 and used a randomized control trial or other equivalent
group mean difference testing method
2. For two of the three visualizations, students post quantity
increased; for one of three, student post quantity decreased
(Beheshitha, Hatala, Gašević, & Joksimović, 2016)
3. Students logged in more frequently, completed their coursework
more quickly, completed more questions, and answered more
questions correctly on assignments (Santos et al., 2014)
4. There were no significant differences between the treatment and
control groups in terms of learning efficiency (Janssen et al., 2007)
ACTUALMEASUREDEFFECTS
24. Student Achievement Changes
1. No significant achievement differences (Grann & Bushway, 2014)
2. More A’s and B’s and fewer C’s and D’s (Arnold et al., 2012)
3. No significant achievement differences (Park & Jo, 2015)
4. Students received more passing grades (Denley, 2014)
5. Frequency and quality of posts was affected positively and negatively (Beheshitha, Hatala, Gašević, &
Joksimović, 2016)
6. Students performed significantly better on the evaluation task (Huang, Huang, Wang, & Hwang, 2009)
7. Treatment group performed significantly better on final exam (Wang, 2008)
8. *No significant differences between treatment and control (Santos, Boticario, & Perez-Marin, 2014)
9. *No significant achievement differences (Ott, Robins, Haden, & Shephard, 2015)
10. *No significant achievement differences, but one course had an effect with Pell eligible students (Dodge,
Whitmer, & Frazee, 2015)
11. *Treatment group performed significantly better on final exam (Kim, Jo, & Park, 2015)
*Sample size greater than 150 and conducted an actual experiment (randomized control trial or other
equivalent group mean difference testing method)
ACTUALMEASUREDEFFECTS
25. Student Achievement Changes (summary)
1. N > 150 and used a randomized control trial or other equivalent group
mean difference testing method
2.No significant differences between treatment and control (Santos,
Boticario, & Perez-Marin, 2014)
3.No significant achievement differences (Ott, Robins, Haden, &
Shephard, 2015)
4.No significant achievement differences, but one course had an
effect with Pell eligible students (Dodge, Whitmer, & Frazee, 2015)
5. Treatment group performed significantly better on final exam
(Kim, Jo, & Park, 2015)
ACTUALMEASUREDEFFECTS
26. Student Skills Changes
1. Significant increase in student self-awareness accuracy (Kerly, Ellis, &
Bull, 2008)
2. Female students had increased interest when they had a choice to
use the system; male students reported higher interest with
mandatory notifications (Muldner, Wixon, Rai, Burleson, Woolf, &
Arroyo, 2015)
ACTUALMEASUREDEFFECTS
27. Student Use
• 12 articles (13%) tracked some form of student use
• Most articles reported on aggregate class level statistics
• Percent of class that accessed the system
• Number of interactions over the course of the semester
• Future research should investigate how students are using
visualization or recommendation reports
• Student use data could help us understand why or how a system is
helping students
STUDENTUSE
28. Question Category %
What is the intended goal of the system? Intended Goal 100
What visual techniques will best represent your data? Visualizations 13
What types of data support your goal? Information Selection 15
What do students need? Does it align with your goal? Needs Assessment 6
Is the system easy and intuitive to use? Usability Test 11
Why use the visual techniques you have chosen? Visual Design 13
How do students perceive the reporting system? Student Perceptions 17
What is the effect on student behavior/achievement? Actual Effects 18
How are students using the system? How often? Why? Student Use 13
Practitioner Recommendations
PRACTITIONERRECOMMENDATIONS
29. Future Research
1. Student use: How are students using reporting systems? Are students even
using them?
2. Design process: Are some data types and visualization types better than others,
and in what contexts?
3. Design process: Only a few authors reported on conducting needs assessments
and usability tests. What effect do these methods have on experimental rigor and
accuracy of findings?
4. Experimental research: Quasi-experimental methods, such as propensity score
matching, have yet to be used in a student-facing reporting tool context
5. Experimental research: Current research shows mixed results regarding the
efficacy of these systems. More experimental research is needed on the effects of
these systems on student behavior, achievement, and skills.
FUTURERESEARCH