OARStudent
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OARStudent
- 1. OPEN ANALYTICS AND RESEARCH SERVICE FOR STUDENT (OARStudent) Tomohiro Nagashima June 2, 2017 Unless otherwise noted, this presentation is provided under a Creative Commons Attribution 4.0 International License
- 2. Open Educational Resources (OER)
- 3. EDUC 200A: Introduction to Data Analysis and Interpretatio Open Learning Initiative at Stanford: oli.stanford.edu
- 4. Open Learning Initiative (OLI) Open Learning Initiative at Stanford: oli.stanford.edu
- 5. EDUC 200A: Flipped Learning Earlham College “Group Discussion”: https://www.flickr.com/photos/earlhamcollege/4388222172 “Young woman, my computer”: http://www.publicdomainpictures.net/view- image.php?image=151506&picture=young- woman-my-computer
- 6. Needs - “Sometimes I was not sure but I just went on” 1. Hard to navigate the OLI 2. Not aware of where they had struggles - Instructor vs. student perspectives on knowledge structure
- 7. Needs - “Sometimes I was not sure but I just went on” 1. Hard to navigate the OLI 2. Not aware of where they had struggles - Instructor vs. student perspectives on knowledge structure
- 8. Instructor vs. Student Perspectives SD Mean Median Histogram Pie chart “Computer Problems”: https://www.flickr.com/ph otos/83633410@N07/765 8225516 Open Learning Initiative at Stanford: oli.stanford.edu
- 9. Needs - “Sometimes I was not sure but I just went on” 1. Hard to navigate the OLI 2. Not aware of where they had struggles - Many clicks (Module – Submodule – Page) - Instructor vs. student perspectives
- 10. Skill Map Learning objective Learning objective Skill Skill Skill Skill Skill Activity Activity Activity Activity Activity Activity Activity Activity Activity
- 11. Design Question How might we help students in 200A easily navigate the OLI courseware and overcome their struggles? Recognize struggles Take a next action Understand (describe) the content structure
- 12. Design Approach Learning dashboard Topic Map • Learning progress • Self-reflection • Personalized information Visualize content structure
- 13. Dashboard prototype 1 (Topic lists)
- 14. Dashboard prototype 2 (Learning objectives)
- 15. Descriptive vs. Prescriptive 20% complete 20% 70% Applying the standard deviation rule Applying the standard deviation rule “It seems that you’re struggling with the application of SD rule…you might want to consider practicing more activities? You can practice more activities here.”
- 16. THANK YOU !
Editor's Notes
- Online learningの問題を述べる OER
- I was curious about how students experienced studying OLI. Some students do not understand where they had struggles -- It can be difficult to recognize patterns in where they struggle most (because of the lack of instructor interaction with assessments? Because the activities are not obviously connected to the learning outcomes?)
- Some students do not understand where they had struggles -- It can be difficult to recognize patterns in where they struggle most (because of the lack of instructor interaction with assessments? Because the activities are not obviously connected to the learning outcomes?)
- One of the reasons for this need is that there is a disconnect between how instructors view statistics and how students do so. Oftentimes, students want to look for a particular topic with keywords in mind like this, the OLI does not allow students to do so. It has more Lack of communication on the articulated skills and activities associated.
- Some students do not understand where they had struggles -- It can be difficult to recognize patterns in where they struggle most (because of the lack of instructor interaction with assessments? Because the activities are not obviously connected to the learning outcomes?) The clear knowledge structure is not well communicated to students (they don’t necessarily realize why they are doing activities)
- Even though we have this clearly structured knowledge map, we only show learning objectives in OLI and students do not realize underlying skills which they are supposed to master.
- To address this question, I decided to develop a learning dashboard with the idea of topic map.
- This first prototype have topics instead of words such as “one categorical variable” to help students quickly identify where they want to learn and need to learn
- This has more focus on the skill map I showed, students can click on each LO and the underlying skills come up.
- I’m also thinking about how I should show their learning progress. I can show using bar charts with different colors or