Understanding and Supporting Intersubjective Meaning Making in Socio-Technica...Sebastian Dennerlein
This dissertation will elaborate on the understanding of intersubjective meaning making by analyzing the traces of collaborative knowledge construction users leave behind in socio-technical systems. Therefore, it will draw upon more theoretical and more formal models of cognitive psychology to describe and explain the underlying process
in detail. This is done with the goal to support intersubjective meaning
making and thus elevate informal collaborative knowledge construction
in nowadays aordances of social media.
Acceptance of Mobile Technology in Hedonic ScenariosMarkel Vigo
The document presents research on developing a Technology Acceptance Model (TAM) for mobile technology used in hedonic or leisure scenarios. The researchers developed a new TAM that includes the traditional factors of Perceived Usefulness and Perceived Ease of Use, as well as a new factor of Perceived Enjoyment. They tested the model in an outdoor mobile activity with 79 teenagers. Principal Component Analysis reduced the factors to Perceived Usefulness, Perceived Ease of Use, and Perceived Enjoyment. Regression analysis found Perceived Enjoyment had the strongest relationship to Behavioral Intention to use the technology. The results suggest that for mobile outdoor activities, the enjoyment of the activity itself is a stronger predictor of technology adoption
Tools and Methods to Enhance Information Seeking, Sensemaking and LearningDragan Gasevic
Opportunities to facilitate learning on the Internet are widely recognized across subject matters, levels of education and situations ranging from extending one’s hobbies to life-long learning relating to workers’ changing roles in the workplace. However, information available in the Internet, even in formal academic courses, is rarely presented using empirically proven findings from the learning sciences. Often, learners are left “on their own” to figure out which tactics work best for them in seeking and understanding information, and studying to learn it. Given that most learners have weak skills in these areas and in self-regulating learning, this sets a stage for major failures in sensemaking and learning that can have dire societal consequences. On the other hand, there are open issues with the existing (a) tools that are typically designed for a hypothetical but factually non-existent “average” user; and (b) methods that are too often based on self-reports (e.g., questionnaires) that are insufficient to advance research on sensemaking and complex learning processes that involve dynamic feedback loops.
This talk (i) discusses results of several studies, in which we have addressed the above challenges, and (ii) outlines promising research topics that spans across the three main research cornerstones – computational, socio-cognitive, and user-centered design.
Using technology to support assessment in the XXI centuryPatricia Santos
Using technology to create new types of questions is important, but also exploring new types of test representations or analyzing the most adequate technological device to support a specific assessment activity based on tests. In this presentation Patricia will explain her PhD research focused on Computing-based Testing (CBT). She will introduce her theoretical approaches but also exemplary implementations and experiments to illustrate what new CBT scenarios means. After introducing the conceptual domain, the first scenario shows how question-items can be enriched with specific multimedia information (web maps). The second scenario illustrates another particular case of the CBT domain where a test can be augmented with real physical elements (assessment in real situ) using mobile devices. And finally, the third scenario describes an implementation that combines advanced question-items and tests using 3D virtual worlds (assessment in virtual situ).
SoLAR Storm talk: epistemology, pedagogy, assessmentSimon Knight
This document discusses the relationships between learning analytics, assessment, pedagogy, and epistemology. It poses that:
1) Epistemology underlies assessment and how we decide what constitutes knowledge. Assessment also shapes pedagogy which is targeted at attaining creditworthy knowledge.
2) In practice, assessment often drives understanding of epistemology and shapes pedagogy by prioritizing exam skills over knowledge cultivation.
3) Learning analytics could help understand these relationships but may currently relate more to certain assessments and pedagogies over others. There is potential for learning analytics to help reform educational models and challenge current conceptions.
The Value of Competency-based Medical Education Across the ContinuumMedCouncilCan
The document discusses competency-based medical education across the continuum of training. It begins by outlining the speaker's conflicts of interest in assessment-related organizations. The objectives are then stated as discussing the roles of assessment in a competency-based program, developing approaches to effective assessment, and integrating assessment into Memorial University's education system. Milestones and entrustable professional activities are presented as frameworks to assess competency development longitudinally. Challenges of assessment across training levels and principles of competency-based assessment are also addressed.
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...Anna De Liddo
The Evidence Hub is a tool that harnesses collective intelligence to build evidence-based knowledge. It allows communities to gather and debate evidence for ideas and solutions. Users can easily add evidence, counter-evidence, and have conversations to share knowledge. Visual analytics show social dynamics like key players and agreements/disagreements. Future research focuses on defining participation roles and processes, and developing reporting, discourse analytics, and geo-deliberation analytics.
Understanding and Supporting Intersubjective Meaning Making in Socio-Technica...Sebastian Dennerlein
This dissertation will elaborate on the understanding of intersubjective meaning making by analyzing the traces of collaborative knowledge construction users leave behind in socio-technical systems. Therefore, it will draw upon more theoretical and more formal models of cognitive psychology to describe and explain the underlying process
in detail. This is done with the goal to support intersubjective meaning
making and thus elevate informal collaborative knowledge construction
in nowadays aordances of social media.
Acceptance of Mobile Technology in Hedonic ScenariosMarkel Vigo
The document presents research on developing a Technology Acceptance Model (TAM) for mobile technology used in hedonic or leisure scenarios. The researchers developed a new TAM that includes the traditional factors of Perceived Usefulness and Perceived Ease of Use, as well as a new factor of Perceived Enjoyment. They tested the model in an outdoor mobile activity with 79 teenagers. Principal Component Analysis reduced the factors to Perceived Usefulness, Perceived Ease of Use, and Perceived Enjoyment. Regression analysis found Perceived Enjoyment had the strongest relationship to Behavioral Intention to use the technology. The results suggest that for mobile outdoor activities, the enjoyment of the activity itself is a stronger predictor of technology adoption
Tools and Methods to Enhance Information Seeking, Sensemaking and LearningDragan Gasevic
Opportunities to facilitate learning on the Internet are widely recognized across subject matters, levels of education and situations ranging from extending one’s hobbies to life-long learning relating to workers’ changing roles in the workplace. However, information available in the Internet, even in formal academic courses, is rarely presented using empirically proven findings from the learning sciences. Often, learners are left “on their own” to figure out which tactics work best for them in seeking and understanding information, and studying to learn it. Given that most learners have weak skills in these areas and in self-regulating learning, this sets a stage for major failures in sensemaking and learning that can have dire societal consequences. On the other hand, there are open issues with the existing (a) tools that are typically designed for a hypothetical but factually non-existent “average” user; and (b) methods that are too often based on self-reports (e.g., questionnaires) that are insufficient to advance research on sensemaking and complex learning processes that involve dynamic feedback loops.
This talk (i) discusses results of several studies, in which we have addressed the above challenges, and (ii) outlines promising research topics that spans across the three main research cornerstones – computational, socio-cognitive, and user-centered design.
Using technology to support assessment in the XXI centuryPatricia Santos
Using technology to create new types of questions is important, but also exploring new types of test representations or analyzing the most adequate technological device to support a specific assessment activity based on tests. In this presentation Patricia will explain her PhD research focused on Computing-based Testing (CBT). She will introduce her theoretical approaches but also exemplary implementations and experiments to illustrate what new CBT scenarios means. After introducing the conceptual domain, the first scenario shows how question-items can be enriched with specific multimedia information (web maps). The second scenario illustrates another particular case of the CBT domain where a test can be augmented with real physical elements (assessment in real situ) using mobile devices. And finally, the third scenario describes an implementation that combines advanced question-items and tests using 3D virtual worlds (assessment in virtual situ).
SoLAR Storm talk: epistemology, pedagogy, assessmentSimon Knight
This document discusses the relationships between learning analytics, assessment, pedagogy, and epistemology. It poses that:
1) Epistemology underlies assessment and how we decide what constitutes knowledge. Assessment also shapes pedagogy which is targeted at attaining creditworthy knowledge.
2) In practice, assessment often drives understanding of epistemology and shapes pedagogy by prioritizing exam skills over knowledge cultivation.
3) Learning analytics could help understand these relationships but may currently relate more to certain assessments and pedagogies over others. There is potential for learning analytics to help reform educational models and challenge current conceptions.
The Value of Competency-based Medical Education Across the ContinuumMedCouncilCan
The document discusses competency-based medical education across the continuum of training. It begins by outlining the speaker's conflicts of interest in assessment-related organizations. The objectives are then stated as discussing the roles of assessment in a competency-based program, developing approaches to effective assessment, and integrating assessment into Memorial University's education system. Milestones and entrustable professional activities are presented as frameworks to assess competency development longitudinally. Challenges of assessment across training levels and principles of competency-based assessment are also addressed.
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...Anna De Liddo
The Evidence Hub is a tool that harnesses collective intelligence to build evidence-based knowledge. It allows communities to gather and debate evidence for ideas and solutions. Users can easily add evidence, counter-evidence, and have conversations to share knowledge. Visual analytics show social dynamics like key players and agreements/disagreements. Future research focuses on defining participation roles and processes, and developing reporting, discourse analytics, and geo-deliberation analytics.
Application of learning analytics to case studiesPoh-Sun Goh
This document outlines a blog with multiple posts containing different content and learning pathways, analytics collected daily and for extended sessions individually and in cohorts, and modifying the blog content by creating more posts, editing less, and curating the content which is indexed visually through Instagram.
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs.
Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
David Williamson Shaffer: Epistemic Games (Paris juin 2011)Thomas Constant
Présentation donnée par David Williamson Shaffer à Paris le 22 juin 2011, dans le cadre des Rencontres Design Education, organisées par le Groupe Compas, Microsoft et Cap Digital.
Applied learning analytics for modular content (updated)Poh-Sun Goh
The document discusses using learning analytics to track student engagement with course content from initial attention and engagement through applying ideas in real world practice. It proposes separate modular blog posts that allow students to incorporate key ideas, quotes, and links while posting assignments, questions, and discussions. The goal is to make visible how students transform, integrate, and apply course content beyond the initial learning event.
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...Poh-Sun Goh
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Using data (analytics and analysis) to guide (e)teaching and (e)learningPoh-Sun Goh
Using data from online and traditional class and learning settings, analytics can provide information on student engagement, milestones, and learning outcomes to guide teaching, learning, and assessment. Analytics can track student activities and behavior during learning, including participation, attention, and outcomes, to evaluate programs and curricula and help students and faculty understand performance. Data analytics can inform learning design, outcomes, and pedagogical actions across undergraduate, postgraduate, and lifelong learning whether online, blended, or face-to-face.
Goh Poh Sun is an Associate Professor and Senior Consultant in the Department of Diagnostic Radiology at the National University Hospital and National University of Singapore. He has over 25 years of experience in neuroradiology, head and neck radiology, body imaging, and general radiology. His current teaching areas include undergraduate chest and abdominal radiology. He is also involved in postgraduate neuroradiology teaching and faculty development in medical education, with a focus on eLearning and technology enhanced learning. Goh has authored over 10 publications on eLearning and technology enhanced learning in medical education. He also has publications in the areas of orbital imaging.
Using data to inform (e)teaching and (e)learning workshop and symposiumPoh-Sun Goh
This document outlines the pre-class, in-class, and after-class activities for a workshop on using data to inform eTeaching and eLearning. Pre-class activities include reviewing blog posts and analytics. In-class activities involve text analysis, instructor presentations, and group discussions. After-class actions consist of posting and sharing notes, reflections, and plans to pilot ideas and future actions informed by the workshop discussions.
Applying learning analytics to the flipped classroom (updated)Poh-Sun Goh
This document discusses using learning analytics to encourage students to complete pre-class preparation assignments and materials. It proposes tracking various engagement metrics like views of online content, posts and responses on discussion platforms, and checkpoint submissions. This data could be analyzed as a whole for the cohort to see popular resources, and individually to understand each student's usage. The analytics would inform faculty actions like sending reminders, reorganizing content, and customizing learning paths. The goal is to align learning analytics with learning design to improve pedagogical approaches.
Using data (analytics:analysis) to guide (e)teaching and (e)learningPoh-Sun Goh
Using data from learning analytics and assessments, educators can better understand student engagement, milestones, and learning outcomes. This allows them to evaluate and improve learning design and ensure it leads to the intended learning outcomes. Several studies have explored how learning analytics can inform pedagogical actions by aligning with learning design elements like assessments, in order to guide and drive student learning.
MOOCs and the Flipped Classroom; A Way, Not THE WayPoh-Sun Goh
The document discusses different educational strategies like MOOCs, flipped classrooms, problem-based learning (PBL), and team-based learning (TBL). It states that these are some potential approaches educators can use, but cautions against promoting any single one as the best or only approach. Educational innovations need to be rigorously tested and their benefits and limitations understood before being widely adopted.
This document outlines a training process for transferring learning to practice. The process involves experiencing something, actively engaging with it reflectively by taking notes and discussing, practicing it, and transferring it to practice with feedback and reflection on one's own practice. Learners repeat this cycle by working with coaches and master practitioners on increasingly difficult problems to get feedback before, during, and after for optimal learning transfer.
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
This document discusses different types of learning including formal learning like traditional face-to-face and online learning as well as informal learning and performance support like just-in-time learning and lifelong learning through continuing medical education, continuing professional development. It was drafted by Goh Poh Sun on September 26th, 2016 at 9pm.
Deep learning vs superficial (surface) learningPoh-Sun Goh
This document contrasts deep learning, which is slow, patient, cumulative and focused, with superficial or surface learning, which is quick, intermittent and aimed at brief awareness rather than mastery. Deep learning involves reading texts thoroughly and practicing with feedback, while surface learning involves briefly scrolling websites without concentration. Deep learning leads to mastery and results, while surface learning prioritizes theory over action.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
User Centred Requirements Processes in MATURE: The Big PictureAndreas Schmidt
Presentation at the MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective, London, July 2009
This document discusses the DynaLearn project, which aims to develop an interactive learning environment allowing learners to construct conceptual knowledge about systems individually or collaboratively. The project addresses declining interest in science education by focusing on conceptual understanding over surface knowledge. Learners will acquire knowledge through conceptual modeling using diagrams and virtual characters. Semantic technologies will provide individualized feedback and recommendations. The system will be evaluated based on how well it engages learners and improves their conceptual understanding and motivation in science curricula.
Application of learning analytics to case studiesPoh-Sun Goh
This document outlines a blog with multiple posts containing different content and learning pathways, analytics collected daily and for extended sessions individually and in cohorts, and modifying the blog content by creating more posts, editing less, and curating the content which is indexed visually through Instagram.
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs.
Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
David Williamson Shaffer: Epistemic Games (Paris juin 2011)Thomas Constant
Présentation donnée par David Williamson Shaffer à Paris le 22 juin 2011, dans le cadre des Rencontres Design Education, organisées par le Groupe Compas, Microsoft et Cap Digital.
Applied learning analytics for modular content (updated)Poh-Sun Goh
The document discusses using learning analytics to track student engagement with course content from initial attention and engagement through applying ideas in real world practice. It proposes separate modular blog posts that allow students to incorporate key ideas, quotes, and links while posting assignments, questions, and discussions. The goal is to make visible how students transform, integrate, and apply course content beyond the initial learning event.
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...Poh-Sun Goh
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Using data (analytics and analysis) to guide (e)teaching and (e)learningPoh-Sun Goh
Using data from online and traditional class and learning settings, analytics can provide information on student engagement, milestones, and learning outcomes to guide teaching, learning, and assessment. Analytics can track student activities and behavior during learning, including participation, attention, and outcomes, to evaluate programs and curricula and help students and faculty understand performance. Data analytics can inform learning design, outcomes, and pedagogical actions across undergraduate, postgraduate, and lifelong learning whether online, blended, or face-to-face.
Goh Poh Sun is an Associate Professor and Senior Consultant in the Department of Diagnostic Radiology at the National University Hospital and National University of Singapore. He has over 25 years of experience in neuroradiology, head and neck radiology, body imaging, and general radiology. His current teaching areas include undergraduate chest and abdominal radiology. He is also involved in postgraduate neuroradiology teaching and faculty development in medical education, with a focus on eLearning and technology enhanced learning. Goh has authored over 10 publications on eLearning and technology enhanced learning in medical education. He also has publications in the areas of orbital imaging.
Using data to inform (e)teaching and (e)learning workshop and symposiumPoh-Sun Goh
This document outlines the pre-class, in-class, and after-class activities for a workshop on using data to inform eTeaching and eLearning. Pre-class activities include reviewing blog posts and analytics. In-class activities involve text analysis, instructor presentations, and group discussions. After-class actions consist of posting and sharing notes, reflections, and plans to pilot ideas and future actions informed by the workshop discussions.
Applying learning analytics to the flipped classroom (updated)Poh-Sun Goh
This document discusses using learning analytics to encourage students to complete pre-class preparation assignments and materials. It proposes tracking various engagement metrics like views of online content, posts and responses on discussion platforms, and checkpoint submissions. This data could be analyzed as a whole for the cohort to see popular resources, and individually to understand each student's usage. The analytics would inform faculty actions like sending reminders, reorganizing content, and customizing learning paths. The goal is to align learning analytics with learning design to improve pedagogical approaches.
Using data (analytics:analysis) to guide (e)teaching and (e)learningPoh-Sun Goh
Using data from learning analytics and assessments, educators can better understand student engagement, milestones, and learning outcomes. This allows them to evaluate and improve learning design and ensure it leads to the intended learning outcomes. Several studies have explored how learning analytics can inform pedagogical actions by aligning with learning design elements like assessments, in order to guide and drive student learning.
MOOCs and the Flipped Classroom; A Way, Not THE WayPoh-Sun Goh
The document discusses different educational strategies like MOOCs, flipped classrooms, problem-based learning (PBL), and team-based learning (TBL). It states that these are some potential approaches educators can use, but cautions against promoting any single one as the best or only approach. Educational innovations need to be rigorously tested and their benefits and limitations understood before being widely adopted.
This document outlines a training process for transferring learning to practice. The process involves experiencing something, actively engaging with it reflectively by taking notes and discussing, practicing it, and transferring it to practice with feedback and reflection on one's own practice. Learners repeat this cycle by working with coaches and master practitioners on increasingly difficult problems to get feedback before, during, and after for optimal learning transfer.
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
This document discusses different types of learning including formal learning like traditional face-to-face and online learning as well as informal learning and performance support like just-in-time learning and lifelong learning through continuing medical education, continuing professional development. It was drafted by Goh Poh Sun on September 26th, 2016 at 9pm.
Deep learning vs superficial (surface) learningPoh-Sun Goh
This document contrasts deep learning, which is slow, patient, cumulative and focused, with superficial or surface learning, which is quick, intermittent and aimed at brief awareness rather than mastery. Deep learning involves reading texts thoroughly and practicing with feedback, while surface learning involves briefly scrolling websites without concentration. Deep learning leads to mastery and results, while surface learning prioritizes theory over action.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
User Centred Requirements Processes in MATURE: The Big PictureAndreas Schmidt
Presentation at the MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective, London, July 2009
This document discusses the DynaLearn project, which aims to develop an interactive learning environment allowing learners to construct conceptual knowledge about systems individually or collaboratively. The project addresses declining interest in science education by focusing on conceptual understanding over surface knowledge. Learners will acquire knowledge through conceptual modeling using diagrams and virtual characters. Semantic technologies will provide individualized feedback and recommendations. The system will be evaluated based on how well it engages learners and improves their conceptual understanding and motivation in science curricula.
Thinking Aloud: University Enterprise Architecture Themes and HorizonsAlison Pope
This document summarizes a technology roadmap workshop held in January 2011 at Royal Holloway, University of London. It discusses emerging technology trends over the next 1-5 years including mobile computing, electronic books, and gesture-based computing. It also outlines challenges facing universities like shrinking budgets and digital literacy. Finally, it proposes themes for a university enterprise architecture, including content management, information ecologies, and supporting the student experience through technology applications and processes.
1) Dr. Detchai Duangsang encourages science teachers to learn about robotics technology to apply to their teaching and help students understand the importance of lifelong learning for the 21st century.
2) Using robots and AI in a chemistry course improved student test scores and satisfaction based on pre/post-test comparisons and surveys.
3) The learning environment engaged students in robotics and AI, had them explore plastics properties through experiments, and elaborated their knowledge by creating robots for environmental protection.
Recognizing Research Technologists in the Research ProcessMatthew Dovey
The document discusses recognizing "research technologists" in the research process. It notes that research is increasingly collaborative and interdisciplinary, requiring new skills related to areas like software development, data curation, and ICT training. However, roles that provide these skills have emerged ad hoc without formal recognition. This hinders career prospects for these positions and less efficient research. Solutions proposed include building professional recognition for research technologists, providing professional development and training, and ensuring their contributions are recognized in the research process.
This document summarizes a European policy network called KeyCoNet that is focused on identifying and analyzing strategies for implementing key competences in education reforms. It lists the partner organizations involved in KeyCoNet which represent policy, research, and practice in several European countries. The network's goals are to increase its influence on education policies through disseminating its studies, videos, and newsletters. It will identify and analyze emerging strategies for teaching key competences, which are interdependent skills like critical thinking, initiative, problem solving, and cultural awareness. KeyCoNet will engage in literature reviews, case studies, and peer visits to schools to understand how key competences can be effectively implemented and will produce recommendations to share its findings.
This document discusses using communication between agents to help accelerate learning tasks. The authors are interested in quantitatively evaluating how communication benefits learning and developing a formal approach to define trust between agents. They have previously applied techniques of collaborative learning and communication between interface agents for tasks like network management. Their work adapted machine learning algorithms to handle temporal concepts and they observed communication helped accelerate learning and reduce the impact of noisy data.
Law Firm Knowledge Management, An IntroductionConnie Crosby
An introduction to law firm knowledge management by Connie Crosby and Stephanie Barnes, presented at lawTechCamp 2012 in Toronto on May 12, 2012.
Slide 14 (the Knowledge Management Technology graph) is further discussed here: http://www.slaw.ca/2012/06/11/km-101-more-on-technology-complexity/
Reframing Technology Narratives and Routines To Energize Organizational ChangeGigi Johnson
A CUE 2012 poster presentation. This action research study approached the gap from a different direction: how do decision makers consider technology alternatives for classrooms before decisions are even made? This qualitative study explored how educational organizations can use their own narratives to better understand their decisions, as well as to create capacity for stronger technology-enriched learning in the classroom. Through five intervention workshops in January 2011 across a K-12 school district, I worked with 16 stakeholders to examine, understand, and engage narratives that I had gathered in a 2010 district pilot study.
On the positive side, the intervention spurred intent for personal change processes from some of the individuals. It also identified narratives that restrained change. Those restraining narratives linked with district values that reinforced technology as (a) time consuming, (b) expensive, and (c) not part of the core teaching mission. Most other alternatives were missing from consideration, as were considerations and stories of students as technology users. Organizational leaders did not see that they had any responsibilities to encourage new routines, alternatives, and narratives about a positive-focused future using technology.
From these insights, I posed a model of how narrative drivers affect alternatives and routines around technology and other organizational decisions. This approach resulted in a new model, combining theories at the intersection of organizational routines and decision making, narrative research, and technology frames, and organizational cognition. I provided further suggestions for actions at the intervention site, as well as further research directions at this intersection of organizational narratives, decision-making, and social actions involving technology and education.
Managing External Knowledge in Open Innovation Processes – A Systematic Revie...Communardo Software GmbH
The document discusses managing external knowledge in open innovation processes and presents the results of a systematic literature review. It identifies various sources of external knowledge for innovation, including institutions, networks/alliances, and customers. The review also examines how external knowledge influences corporate innovativeness and what challenges can be derived.
The quasimoderating effect of perceived affective quality on an extending Tec...alabrictyn
This document discusses an empirical study that tests an extended Technology Acceptance Model (TAM) to understand factors influencing learner acceptance of the WebCT e-learning system. The study incorporates additional constructs of perceived affective quality (PAQ), flow, perceived usefulness (PU), and perceived ease of use (PEOU) to predict behavioral intention to use WebCT. Structural equation modeling is used to analyze relationships between constructs and test hypotheses. Results support that PU, PEOU, and flow positively impact intention to use WebCT, and that PAQ has a moderating effect on the relationships in the extended TAM.
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Virtual Communities of Practice in Academia: An Automated Discourse Analysis
1. Virtual Communities of Practice in Academia:
An Automated Discourse Analysis
Nicolae Nistor, Beate Baltes, George Smeaton,
Mihai Dascălu, Dan Mihailă & Ștefan Trăușan-Matu
LAK13 – DCLA13
2. 1. Rationale
• Increasing use of virtual communities of practice (vCoPs)
in academia
• Available technology acceptance and CoP models
• Models are methodologically limited and
insufficiently tested in vCoPs
• Participation in vCoP = technology use? If so,
the combined acceptance x CoP model should be valid
Ø Validation of automated discourse analysis
Ø Verification of the acceptance x CoP model in an
academic vCoP
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
3. 2. Theoretical background
Communities of practice (Lave & Wenger, 1991;
Wenger, 1998)
• Groups of people sharing goals, practice and knowledge
over lengthy periods of time
• Environment for knowledge construction/creation
• Practice and knowledge are reflected in dialogue
• Main factors
• expertise
• participation
• expert status
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
4. 2. Theoretical background
Communities of practice
Conceptual model (Nistor & Fischer, 2012)
Knowledge
domain
Expert status
Participation
(centrality)
Time in the
CoP
Role in CoP
Expertise
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
5. 2. Theoretical background
Educational technology acceptance
• Unified Theory of Acceptance and Use of Technology
(UTAUT; Venkatesh et al., 2003, 2012)
Performance
expectancy
Effort Technology Technology
expectancy use intention use behavior
Social Facilitating Technology
influence conditions anxiety
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
6. 3. Research model
CoP model
Role in CoP
Domain
knowledge
Expert status
Participation
(centrality)
Time in CoP
Expertise
Technology Facilitating Technology
use intention conditions anxiety
Performance Effort Social
expectancy expectancy influence
Acceptance model
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
7. 4. Methodology
Design: Correlation study
Sample: N = 129 members of academic vCoP at US
American online university (20 full-time, 500 part-time staff)
Setting: Asynchronous discussion forum
Variables:
• Acceptance
• Expertise, as reflected in the quality of interventions
• Expert status/Centrality
Methods:
• Acceptance: UTAUT questionnaire
• CoP: Automated content analysis
• Centrality: Social Network Analysis
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
12. 4. Methodology
Automated content analysis – Validation
• Manual content analysis:
Critical thinking framework
• Categories: initiation of discussion, exploration
of the problem, solution, judgment, resolution
• Argumentation quality rating
Ø Strong correlation (r = .79, p < .000) between
automated and manual content analysis
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
13. 4. Findings
Partial verification of UTAUT model
Performance
expectancy .30***
R2 = .36 R2 = .06
Effort .22** Technology n.s. Technology
expectancy use intention use behavior
n.s. -.28**
Social .23** Facilitating Technology
influence conditions anxiety
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
14. 4. Findings
Successful verification of CoP model
Role in CoP
Domain
knowledge .99***
.87***
n.s. Participation Expert status
Time in the
n.s. R2 = .98 R2 = .76
CoP significant mediation effect
Expertise
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
15. 5. Discussion
• Automated content analysis is useful for assessing vCoP activity
• Technology acceptance develops use intention
• However, use behavior is influenced by CoP factors
Role in CoP
Expertise Participation Expert status
Technology
anxiety
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
16. 6. Conclusions
Consequences for educational research
• CoP model was confirmed
• Acceptance models need reconceptualization for
complex educational environments
Consequence for educational practice
• Development of assessment tools for
collaboration in vCoP
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013
17. Thank you for your attention!
nic.nistor@lmu.de
Nistor, Baltes, Smeaton, Dascălu, Mihailă & Trăușan-Matu, 2013