This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
This document outlines Ashley Mayor's thesis proposal which compares teacher perceptions of technology integration in inquiry-based versus traditional learning settings. The proposal includes an introduction on the topic, a literature review on inquiry-based learning, technology integration, and the fusion of the two. It then presents the research questions and hypotheses, methodology involving a quantitative survey of two teacher groups, and plans for statistical analysis. Potential limitations and protections for participants are also addressed.
THE BELIEFS BEHIND THE TEACHER THAT INFLUENCES THEIR ICT PRACTICESAprilianty Wid
This document discusses how teachers' beliefs influence their use of information and communication technologies (ICT) in the classroom. It analyzes survey results from teachers that identified four factors related to ICT practices: foundational, developing, skill-based, and practices involving digital pedagogy. Teacher interviews and document analysis provided insights into how beliefs about competency, the role of ICT, and student outcomes shape each practice type. The relationship between ICT competency and teacher confidence emerged as important for integrating technology into lessons.
The document discusses educational data mining and a proposed Student-Staff-Tutor (SSTT) framework. It summarizes the following:
1) Educational data mining uses techniques like machine learning, statistics and data mining to analyze educational data to better understand the learning process and student performance.
2) The SSTT framework models relationships between students, staff, and tutors and how these interactions impact student learning and outcomes.
3) An experiment applies clustering and social network analysis to educational data to analyze student knowledge distribution and interactions under the SSTT framework. The results found tutors play an important role in strengthening student-staff relationships and improving student performance.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Understanding the relationship between pedagogical beliefs and technology use...Vrije Universiteit Brussel
Current evidence indicates that the use of technology during teaching and learning activities is steadily increasing (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010; National Education Association, 2008), yet achieving ‘technology integration’ is a complex process of educational change. This is apparent as the use of technology in schools is still extremely varied and, in many instances, limited (e.g., Spector, 2010; Tondeur, Cooper, & Newhouse, 2010). In this respect, achieving the goal of meaningful technology integration (i.e., using technology to support 21st century teaching and learning) does not depend solely on technology-related factors (see also Arntzen & Krug, 2011; Sang, Valcke, van Braak, Tondeur, & Chang, 2010). Rather, the personal willingness of teachers plays a key role in teachers’ decisions whether and how to integrate technology within their classroom practices (Hermans, Tondeur, van Braak & Valcke, 2008; Ottenbreit-Leftwich, Newby, Glazewski, & Ertmer, 2010).
According to previous studies, teachers select applications of technology that align with their selection of other curricular variables and processes (e.g., teaching strategies) and that fit into their existing beliefs about ‘good’ education (Hermans et al., 2008; Niederhauser & Stoddart, 2001). Technological devices such as computers, tablets, or interactive whiteboards do not embody one single pedagogical orientation (Lawless & Pellegrino, 2007); rather, they enable the implementation of a spectrum of approaches to teaching and learning (Tondeur, Hermans, van Braak, & Valcke, 2008). In other words, the role technology plays in teachers’ classrooms depends on their conceptions of the nature of teaching and learning. In this respect, research on educational innovations suggests that technology integration can only be fully understood when teachers’ pedagogical beliefs are taken into account (Ertmer, 2005; Hermans, 2009).
With the impetus and call for increased technology integration (e.g., U.S. DOE, 2010; UNESCO, 2011), it is critically important to examine the link between teachers’ beliefs and teachers’ practices. In the last decade, the relationship between the pedagogical beliefs of teachers and their uses of technology has been examined extensively (cf. Hermans et al., 2008; Ottenbreit-Leftwich et al., 2010; Prestridge, 2009, 2010), but still this relationship remains unclear (Mueller et al., 2008). Given the centrality and importance of teachers’ pedagogical beliefs and the lack of a clear understanding about the relationship between beliefs and classroom technology use, the purpose of this review study is to examine and clarify this relationship. A meta-aggregative approach was used to locate, critically appraise, and synthesize the qualitative evidence base (see Hannes & Lockwood, 2011).
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
This document outlines Ashley Mayor's thesis proposal which compares teacher perceptions of technology integration in inquiry-based versus traditional learning settings. The proposal includes an introduction on the topic, a literature review on inquiry-based learning, technology integration, and the fusion of the two. It then presents the research questions and hypotheses, methodology involving a quantitative survey of two teacher groups, and plans for statistical analysis. Potential limitations and protections for participants are also addressed.
THE BELIEFS BEHIND THE TEACHER THAT INFLUENCES THEIR ICT PRACTICESAprilianty Wid
This document discusses how teachers' beliefs influence their use of information and communication technologies (ICT) in the classroom. It analyzes survey results from teachers that identified four factors related to ICT practices: foundational, developing, skill-based, and practices involving digital pedagogy. Teacher interviews and document analysis provided insights into how beliefs about competency, the role of ICT, and student outcomes shape each practice type. The relationship between ICT competency and teacher confidence emerged as important for integrating technology into lessons.
The document discusses educational data mining and a proposed Student-Staff-Tutor (SSTT) framework. It summarizes the following:
1) Educational data mining uses techniques like machine learning, statistics and data mining to analyze educational data to better understand the learning process and student performance.
2) The SSTT framework models relationships between students, staff, and tutors and how these interactions impact student learning and outcomes.
3) An experiment applies clustering and social network analysis to educational data to analyze student knowledge distribution and interactions under the SSTT framework. The results found tutors play an important role in strengthening student-staff relationships and improving student performance.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
1. The document discusses the need for a new interdisciplinary design science of learning to address challenges in transforming education through technology.
2. It proposes a socio-cognitive engineering approach using design-based research to iteratively develop and evaluate technology-enabled learning systems.
3. Two examples are described: Group Scribbles/SceDer, which supports 1:1 classroom learning; and Personal Inquiry/nQuire, which enables science inquiry learning within and beyond the classroom.
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
2017 12-15-iv jornadas innovación psicologíaPablo Haya
This document summarizes key concepts and applications of learning analytics. It defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. Examples of learner data sources include MOOCs, LMS, social media and video interactions. Learning analytics can benefit students, instructors, administrators and policymakers by providing insights into learning and targeting interventions. Specific techniques discussed include social network analysis, content analysis, discourse analysis and context analysis of mobile learning. Research in this area is supported by various conferences and journals.
An analytical review of the literature on e-feedbackanyakirax
This document analyzes literature on the use of electronic feedback (e-feedback) in education. It reviews 15 sources on topics like the acceptance of e-feedback by students and staff, the types and frequency of e-feedback provided, and the impact of e-feedback on student performance. The analysis identifies themes in the literature around reasons for using e-feedback, motivation for participation, and cautions for integrating it. The document was written by Andrea Neville for an education course at Memorial University and aims to understand e-feedback based on current research.
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
Using Analytics to Transform the Library Agenda - Linda Corrin | Talis Insigh...Talis
1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
A joint keynote with Heather O'Brien at the Learning Analytics Summer Institute (LASI) 2019. In here we explore the concept of learner- and user- engagement as relevant for the field of learning analytics.
This document provides an overview of design-based research (DBR) as a methodology for educational research. It discusses several key characteristics of DBR, including that it aims to develop theory through iterative design, implementation, and analysis of educational interventions in authentic contexts. The document also outlines typical stages in a DBR process, including developing potential solutions based on existing principles and innovations, implementing those solutions through iterative testing and refinement, and reflecting on how to further develop theories, principles, and solutions.
Analytic and strategic challenges of serious gamesDavid Gibson
How higher education learning and teaching can learn from serious game developers. Keynote at the 5th annual SeGAH conference concurrent with WWW 2017 held in Perth, Western Australia
The document analyzes the opening title sequences of three films - Guardians of the Galaxy, Se7en, and The Conjuring. It notes the number of title cards in each opening and the different job roles displayed. On average, the openings contained 20-21 title cards showing around 14 job roles. This information will help the document's author create an opening title sequence that is a similar length and structure.
This document discusses a study on the factors that correlate with sixth grade students' academic performance in English in Libmanan North District, Northern Sector of the Philippines. It found that English performance decreased by 1.05% from pre-to-post testing while Filipino and Math increased slightly. The study aims to determine performance levels, personal, environmental, and socioeconomic correlates, and recommendations. A questionnaire will assess these factors and prior academic grades will measure performance.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
1. The document discusses the need for a new interdisciplinary design science of learning to address challenges in transforming education through technology.
2. It proposes a socio-cognitive engineering approach using design-based research to iteratively develop and evaluate technology-enabled learning systems.
3. Two examples are described: Group Scribbles/SceDer, which supports 1:1 classroom learning; and Personal Inquiry/nQuire, which enables science inquiry learning within and beyond the classroom.
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
2017 12-15-iv jornadas innovación psicologíaPablo Haya
This document summarizes key concepts and applications of learning analytics. It defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. Examples of learner data sources include MOOCs, LMS, social media and video interactions. Learning analytics can benefit students, instructors, administrators and policymakers by providing insights into learning and targeting interventions. Specific techniques discussed include social network analysis, content analysis, discourse analysis and context analysis of mobile learning. Research in this area is supported by various conferences and journals.
An analytical review of the literature on e-feedbackanyakirax
This document analyzes literature on the use of electronic feedback (e-feedback) in education. It reviews 15 sources on topics like the acceptance of e-feedback by students and staff, the types and frequency of e-feedback provided, and the impact of e-feedback on student performance. The analysis identifies themes in the literature around reasons for using e-feedback, motivation for participation, and cautions for integrating it. The document was written by Andrea Neville for an education course at Memorial University and aims to understand e-feedback based on current research.
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
Using Analytics to Transform the Library Agenda - Linda Corrin | Talis Insigh...Talis
1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
A joint keynote with Heather O'Brien at the Learning Analytics Summer Institute (LASI) 2019. In here we explore the concept of learner- and user- engagement as relevant for the field of learning analytics.
This document provides an overview of design-based research (DBR) as a methodology for educational research. It discusses several key characteristics of DBR, including that it aims to develop theory through iterative design, implementation, and analysis of educational interventions in authentic contexts. The document also outlines typical stages in a DBR process, including developing potential solutions based on existing principles and innovations, implementing those solutions through iterative testing and refinement, and reflecting on how to further develop theories, principles, and solutions.
Analytic and strategic challenges of serious gamesDavid Gibson
How higher education learning and teaching can learn from serious game developers. Keynote at the 5th annual SeGAH conference concurrent with WWW 2017 held in Perth, Western Australia
The document analyzes the opening title sequences of three films - Guardians of the Galaxy, Se7en, and The Conjuring. It notes the number of title cards in each opening and the different job roles displayed. On average, the openings contained 20-21 title cards showing around 14 job roles. This information will help the document's author create an opening title sequence that is a similar length and structure.
This document discusses a study on the factors that correlate with sixth grade students' academic performance in English in Libmanan North District, Northern Sector of the Philippines. It found that English performance decreased by 1.05% from pre-to-post testing while Filipino and Math increased slightly. The study aims to determine performance levels, personal, environmental, and socioeconomic correlates, and recommendations. A questionnaire will assess these factors and prior academic grades will measure performance.
This document discusses how to define a research problem and title. It explains that a good title should predict the content, catch interest, and clearly describe the research problem. Defining the research problem involves selecting an area and specific topic to investigate. It also involves understanding the sources and risk factors contributing to the problem, determining what instruments will be used, describing the methodology, identifying the main reasons for the problem, and answering any questions raised.
This document provides guidance on developing a strong research title and statement of the problem. It notes that a good title should be specific, express the scale of research, tell the subject nature, be clear and definite, and catch readers' attention. The statement of problem should answer who has the problem, what the problem is, its scope and limitations. It then provides examples of interesting titles and outlines steps to construct a statement of problem, including introducing the main problem, creating logical subsidiary questions, and ensuring questions elicit new knowledge to address the problem.
The document proposes the establishment of three centers: 1) an Aquatic Research and Experimental Breeding Center in Nueva Ecija to study inland fish varieties, improve harvests, and contribute to food security; 2) a Stem Cell Research and Storage Center to study and preserve stem cells; and 3) a Central Luzon Drug Abuse and Alcoholism Rehabilitation Center to treat persons with severe addiction. The centers are envisioned to benefit their respective regions through research, treatment, and economic growth.
This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
Using phenomenography in educational technology research from 2003 to 2017: A...Sally Wan
The document summarizes a presentation on using phenomenography in educational technology research from 2003 to 2017. It conducted a systematic review and content analysis of 32 studies that used phenomenography. The review found that phenomenography was applied most in higher education settings to understand student experiences with educational technology. It identified limitations such as small sample sizes but noted phenomenography's potential to provide insights into technology adoption. The review concluded by calling for further refinement of phenomenography in educational technology research.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
Arv2011 white paper_methodsandmodelsofnextgenerationtel_(006751v1)gbkaplan
The document summarizes a workshop on methods and models for next generation technology enhanced learning. It discusses four key themes: researching, designing, evaluating, and assessing next generation TEL. It provides an overview of presentations given on various methods within each theme. Emerging research questions focus on stimulating thinking around current and future TEL methods and supporting methodological innovation. A grand challenge problem addresses the need for effective assessment of learning in open, social TEL environments.
The document outlines the theoretical, conceptual, and methodological framework for a meta-synthesis of 18 studies on the adoption and impact of open educational practices and resources in the Global South conducted as part of the Research on Open Educational Resources for Development project. The framework analyzes educational challenges, contextual factors, agents, open educational practices and resources used, the impact of adoption, and the degree of social transformation across studies in South America, Sub-Saharan Africa, and South and Southeast Asia. The goal is to integrate insights from the individual studies into a higher-order synthesis.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
Faculty Adoption of Technologies in Team-Based Learning ClassroomsBradford Wheeler
Wheeler, B., Shih, M. , & Weaver, GC. Faculty Adoption of Technologies in Team-Based Learning Classrooms. Poster session presented at: New England Faculty Development Consortium (NEFDC) 2015, May 29; Fairfield, CT.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
The document provides an overview of design-based research (DBR) and its application in a case study of the Mobile English Listening and Language Enhancement System (MELLES) project. DBR is introduced as a methodology that aims to improve educational practices through iterative design, development, implementation and analysis in collaboration with practitioners. Key aspects of DBR discussed include its flexibility, context-specificity, and focus on both theoretical and practical evolution. The document then outlines the MELLES case study, which used DBR to develop a mobile listening skills program. Implications, limitations and recommendations of DBR are also discussed.
Using student data to transform teaching and learningBart Rienties
This document summarizes a webinar given by Dr. Bart Rienties on using student data and learning analytics to transform teaching and learning. Some key points:
- Learning analytics aims to measure, collect, analyze and report data about learners to understand and optimize learning. Social learning analytics focuses on how learners build knowledge together.
- The Open University has been a world leader in collecting and analyzing large-scale student data to provide actionable insights for students, teachers, and institutional benefit. Studies have shown the importance of linking learning analytics outcomes to student satisfaction, retention, and learning design.
- Practitioners want learning analytics solutions that are integrated across an entire learning journey from initial inquiry through modules to
1. Karakteristik organisasi sekolah seperti budaya belajar, kepemimpinan, dan sikap terhadap pengaruh eksternal.
2. Faktor praktis seperti ketersediaan teknologi, waktu, pelatihan, dan manajemen.
3. Sikap dan etos individu seperti motivasi dan pengetahuan tentang manfaat I
This document discusses learning analytics for both practice and policy-oriented educational research. For practice, it describes several systems and approaches for competence-based learning at the individual and organizational level, including profiling competencies and creating learning paths. It also discusses teacher learning and knowledge-building practices within socio-technical systems. For policy research, it outlines issues with implementing learning analytics at large scale and the need to consider pedagogical processes alongside outcomes. Dashboards are discussed as a tool for visualizing learning analytics results.
Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Metho...NHSNWRD
Introduction To Qualitative Methods: Different Approaches For Different Contexts
Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Wendy McMillan's poster at the Propel Conference, Stirling, June 2014Brenda Leibowitz
The document discusses a study that used complexity theory to understand the university teaching and learning system. It interviewed a lecturer to understand the constraints and enablements related to teaching. The study found that constraints and enablements were produced through the interrelationships between different parts of the system, including communities of practice, academic freedom, development opportunities, supportive management, and vision documents. These interrelationships both disrupt existing practices and enable new opportunities for teaching development.
The document provides an overview of problem-based learning (PBL). It defines PBL as an educational process that uses real-world problems as the stimulus and focus for student learning. PBL requires students to take responsibility for their own learning by engaging in self-directed learning and collaborative problem-solving. The document outlines the key elements of PBL, compares it to the traditional didactic teaching method, and discusses the benefits of PBL such as developing students' problem-solving and critical thinking skills.
This document discusses issues and challenges in implementing problem-based learning (PBL) and its implications for management education. It outlines the rationale for PBL, including preparing students for changing workplace demands. PBL was piloted at a university to address shortcomings in existing education models. The pilot revealed both benefits, such as improved problem-solving skills, and challenges, such as difficulty of some problems. Recommendations include providing more facilitator support and guidance, integrating PBL across disciplines, and giving students a defined role in the process. Ongoing efforts focus on training facilitators and clarifying student responsibilities to fully realize the benefits of PBL.
Values are necessary to guide creativity and entrepreneurship towards beneficial outcomes. While personal gains are a natural motivation, universal values help ensure innovations and new ventures uplift humanity as a whole in a sustainable manner.
Dokumen tersebut membincangkan perubahan-perubahan yang dilakukan terhadap skim gaji perkhidmatan awam Malaysia. Perubahan-perubahan tersebut termasuklah pembentukan gaji minimum dan maksimum yang baru, penjajaran semula kadar kenaikan gaji tahunan, serta pemindahan gaji bagi perkhidmatan yang beralih skim gaji.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Title: Teachers adoption of knowledge management technologies and its impact on their k-sharing practices within a professional development context in Malaysia: An action research study Muhammad Khairiltitov Zainuddin (G0528917) Supervisor: Assoc Prof Dr Fauzan Noordin PhD Research Proposal Tuesday, 30 June, 2009
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10. The Research Framework: RQ1-Toestablished initial beliefs RQ2-Why their action change? RQ4-How KMT change teacher practice (k-sharing) Representation & Action (Vaast & Walsham 2005) Research Objective 2 RQ1-Identify social condition & norms (prior conditions) RQ5-The external factor (motivating & barriers) Innovation-Decision Process Model - Diffusion of Innovation (Rogers, 2003) RQ2-Teachers initial beliefs, attitude, goals RQ3-How they change over time? RQ5-Internal factor(s). Perceptual Control Theory (PCT) (Zhao & Cziko, 2001) Research Objective 1
27. Theoretical frameworks: Multiple Theoretical Perspective 2) Perceptual Control Theory (Zhao & Cziko, 2001) 3) Social Representation & Action (Vaast & Walsham, 2005) Multiple perspectives 1) Diffusion of Innovation (Rogers, 1995; 2003)
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Editor's Notes
(3 min) Explain the change in the research title. The earlier title does not sound academic and was strongly advice to change. The new title will reflect what the research is all about.
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Technology adoption: The act of adoption which include the decision making process to adopt. One of the important research area in IS. KM Technologies (section 2.4, p. 10-11) : Just a special kind of information technology that support KM processes. A key component of KM systems. In this study limited to the web-based communication & collaborative technologies for teachers. K-sharing - Not define in the RP - will be added. Hew & Hara (2007). Empirical study of motivators & barriers of teacher online knowledge sharing. Educ Tech Research Dev, Vol. 55. Practices - refers to repeated activity, socially shared, that had become the norm in the community (Vaast & Walsham, p.68, citing Orlikowski, 2002). Professional development: Refers to the teachers professional development (TPD). I’m looking toward the alternative TPD that will empower the teachers to develop their competency themselves. Motivated from within not being enforce on to them. Action research: A valid research method in IS, employed to generate the data needed to answer the RQs.
Framing the research: The research framework. 3 research philosophy: (1) Positivist, (2) Interpretive, (3) Critical (p. The philosophical basis of the research: The importance: As the basis to judge or evaluate the proposal and the research findings. An interpretive approach provide a deep insight into “the complex world of lived experience from the point of view of those who live it” (Schwandt, 1994, p. 118)
I might need to rewrite the section on Research problem. Why? The research problem was based on the problematic. The real world problem. The research problem is not based on the theoretical framework. Based from the research purpose, “ To understand the problems & complexities of the process of introducing the KMT to teacher within the context of their professional development and how it changes the teachers k-sharing practices.”
Note the changes from the RP submitted ( Section 1.4, p. 3), “ to understand the problems & complexities of the process of introducing the KMT to teacher within the context of their professional development.” Added above, “how it changes the teachers k-sharing practices.” 2 issues: (1) Motivation factors and barriers. The process of adoptions. The learning aspect. The teachers experiences. From the teachers perspective. What are their stories. What make them adopt the KMT.
Why multiple theoretical perspective? One theory cannot explain the research problem (raised by the research questions).
Numerous writing were published between 1991 (Jonsson S., and Peter Checkland) to 2001 (MacKay & Marshall, Edid Mumford) & others.
Section 5.3 P. 41-42. (Very brief description)
Section 5.5 P. 43-46.
Credibility (QuantR - internal validity) - refers to the way in which the researcher presents the complexities of the context, participants and event of the research setting. It requires all of the above is adequately stated. Transferability (external validity) Dependability (reliability) Confirmability (objectivity)
Refer to page 49, RP.
Rogers, Everett M (2003). Diffusion of innovations (5th edition). New York: Free Press. Vaast & Walsham (2005). Representations and actions: the transformation of work practice with IT use. Information System Research , 6(4), 376-394. Zhao, Y. & Cziko, G A (2001). Teacher adoption of technology: a perceptual control theory.
Koch & Fusco (2008). Designing for Growth: Enabling communities of practice to develop and extend their work online. In Kimble & Hildreth (eds.), “Communities of practice: Creating learning environments for educators, Volume 2 (pp. 1 - 23). North Carolina: Information Age Publishing.
Zhao & Cziko (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education “ goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the external environment, this new framework attempts to understand teacher adoption of technology from the inside. It considers teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic findings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology.
Zhao & Cziko (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education “ goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the external environment, this new framework attempts to understand teacher adoption of technology from the inside. It considers teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic findings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology.