Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Keynote Speaker
21st International Conference on Interactive Collaborative Learning & 47th IGIP International Conference on Engineering Pedagogy (ICL2018)
26-28 September 2018
Keynote Speaker
21st International Conference on Interactive Collaborative Learning & 47th IGIP International Conference on Engineering Pedagogy (ICL2018)
26-28 September 2018
Creating a New Generation of Science LeadersStephen Best
This presentation documents the activities and processes used to develop teacher leaders in high needs schools by the Michigan Mathematics and Science Teacher Leadership Collaborative.
[Extended] Bottom-up growth of learning analytics at two Australian universit...Danny Liu
Presented at the University of New South Wales Learning Analytics and Educational Data Science research group meeting, April 2016.
This presentation will outline two approaches to learning analytics at the University of Sydney and Macquarie University, where staff are closely involved in the coevolution and development of two bespoke learning analytics tools to personalise student-staff interactions at scale. The University of Sydney system, called the Student Relationship Engagement System (SRES), is a highly-customisable web-based tool that supports the efficient capture and collation of student datasets. A companion mobile app helps staff quickly collect and access student data. Through an embedded messaging system, teaching staff can set up fully customisable rules to contact students via personalised emails and text messages. A nascent feature allows staff to leverage machine learning to uncover hidden patterns and relationships within and between datasets. The Macquarie University system is an enhancement of an existing Moodle plug-in, the Moodle Engagement Analytics Plugin (MEAP). MEAP can readily access data on student assessments, completions, login activity, forum activity, and the gradebook, amongst others, which are customisably represented as ‘risk indicators’. MEAP allows flexible and customisable interrogation of these data, and provides staff the ability to send personalised emails to students based on these risk indicators. At both institutions, these learning analytics approaches have grown from the grassroots to address pressing staff needs, highlighting the importance of this bespoke coevolution process of design, development, and implementation. The systems have enjoyed substantial organic adoption and are associated with positive student outcomes. As open source developments, we are very interested in working together to open up accessible learning analytics to teachers and students.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
How to successfully transition to common core state standardsDreamBox Learning
The rigor of the Common Core requires a depth of thinking that is unfamiliar to many students. To begin teaching to these new standards, teachers must invoke different tools and methods. In this web seminar originally broadcast on June 6, 2013, administrators from Howard County (Md.) Public School System shared their phased Common Core transition plan, as well as their collection of online resources for students, teachers, and administrators.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
This presentation will cover the current curriculum mapping project at the University of North Texas Libraries. As part of our greater Information Literacy Initiative, this project seeks to improve the capacity of UNT students for critical thinking and the ability to use information effectively with a key aim of the project being to help strengthen core library services to enhance high-impact practices. Through curriculum mapping we are seeking to establish a baseline understanding of the current information literacy practices and needs on campus. We have mapped student learning outcomes on course syllabi to the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. With information gleaned from this project, we will know which core courses address which standards and frames, identify gaps in library instruction, and begin to address these gaps through the work of our subject librarians and strategically targeted library instruction.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Creating a New Generation of Science LeadersStephen Best
This presentation documents the activities and processes used to develop teacher leaders in high needs schools by the Michigan Mathematics and Science Teacher Leadership Collaborative.
[Extended] Bottom-up growth of learning analytics at two Australian universit...Danny Liu
Presented at the University of New South Wales Learning Analytics and Educational Data Science research group meeting, April 2016.
This presentation will outline two approaches to learning analytics at the University of Sydney and Macquarie University, where staff are closely involved in the coevolution and development of two bespoke learning analytics tools to personalise student-staff interactions at scale. The University of Sydney system, called the Student Relationship Engagement System (SRES), is a highly-customisable web-based tool that supports the efficient capture and collation of student datasets. A companion mobile app helps staff quickly collect and access student data. Through an embedded messaging system, teaching staff can set up fully customisable rules to contact students via personalised emails and text messages. A nascent feature allows staff to leverage machine learning to uncover hidden patterns and relationships within and between datasets. The Macquarie University system is an enhancement of an existing Moodle plug-in, the Moodle Engagement Analytics Plugin (MEAP). MEAP can readily access data on student assessments, completions, login activity, forum activity, and the gradebook, amongst others, which are customisably represented as ‘risk indicators’. MEAP allows flexible and customisable interrogation of these data, and provides staff the ability to send personalised emails to students based on these risk indicators. At both institutions, these learning analytics approaches have grown from the grassroots to address pressing staff needs, highlighting the importance of this bespoke coevolution process of design, development, and implementation. The systems have enjoyed substantial organic adoption and are associated with positive student outcomes. As open source developments, we are very interested in working together to open up accessible learning analytics to teachers and students.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
How to successfully transition to common core state standardsDreamBox Learning
The rigor of the Common Core requires a depth of thinking that is unfamiliar to many students. To begin teaching to these new standards, teachers must invoke different tools and methods. In this web seminar originally broadcast on June 6, 2013, administrators from Howard County (Md.) Public School System shared their phased Common Core transition plan, as well as their collection of online resources for students, teachers, and administrators.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
This presentation will cover the current curriculum mapping project at the University of North Texas Libraries. As part of our greater Information Literacy Initiative, this project seeks to improve the capacity of UNT students for critical thinking and the ability to use information effectively with a key aim of the project being to help strengthen core library services to enhance high-impact practices. Through curriculum mapping we are seeking to establish a baseline understanding of the current information literacy practices and needs on campus. We have mapped student learning outcomes on course syllabi to the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. With information gleaned from this project, we will know which core courses address which standards and frames, identify gaps in library instruction, and begin to address these gaps through the work of our subject librarians and strategically targeted library instruction.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Slide deck from the presentation for the workshop delivered at the Distance Teaching & Learning Conference in August 2016 at the University of Wisconsin-Madison. Facilitators representing Quality Matters were Kay Shattuck and Bethany Simunich.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Human-Centered Learning Analytics and Artificial Intelligence in Education: H...Yannis
Although Artificial Intelligence (AI) and Learning Analytics (LA) have shown their potential in Education, stakeholders’ agency seems to be threatened. On the other hand, multiple issues regarding FATE (Fairness, Accountability, Transparency and Ethics) have been raised when AI or LA-based solutions are designed and implemented. These issues have been especially acute since the emergence of Large Language Models and Generative AI.
This talk discusses the quest for an optimal balance between human and computational agents, when LA tools and services are employed in a Technology Enhanced Learning (TEL) ecosystem. Through the discussion of relevant conceptual models and examples, it argues for Human-Centered Learning Analytics (HCLA) and Human-Centered Artificial Intelligence (HCAI) approaches, where agency and FATE principles are essential design parameters.
The talk focuses especially on LA/AI solutions that may position teachers as designers of effective interventions and orchestration actions. Selected Human-Centered Design (HCD) principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered approaches for LA and AI in education.
Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Yannis@ascilite 20200908 final
1. Design principles for human-
centered actionable learning
analytics
Prof. Yannis Dimitriadis
GSIC/EMIC group
University of Valladolid, Spain
ASCILITE Learning Analytics SIG
September 4, 2020
3. What is this talk about
■ Set of connections on Learning Analytics (LA)
– Learning Analytics for Learning Design (LD)
– Learning Design for Learning Analytics
– Human-Centered Design (HCD) of Learning Analytics
– Learning Theory for Learning Analytics
■ Overview of proposals and associated evidence
■ Three HCD principles for actionable LA
■ Two illustrating longitudinal studies
■ Some take-home messages
3
4. The complexity of TEL ecosystems
4
• Mor, Dimitriadis & Köppe (2019)
• Luckin (2010)
6. Design for Learning
■ What can be designed for learning?
■ The learning (performed by students) and support
(made by teachers) tasks
■ The “physical” environment
■ Spaces, tools, infrastructures, artifacts-resources (to be
consumed and/or produced)
■ The social architecture
■ Groupings, interactions with external agents
■ Design is indirect (tasks vs. activities)
■ Learners may change-interpret tasks in learntime
6
• Goodyear & Dimitriadis, 2013
• Dimitriadis & Dimitriadis, 2013
9. Teachers as designers
■ Pedagogical knowledge
– Eventually embedded in tools
– Complements / cooperates with the tacit and explicit
knowledge of the teachers
■ Teachers
– Are and can serve as designers
– Should participate in the design and orchestration of the
teaching and learning processes
9
Kali, McKenney & Sagy (2015)
10. LA definition and initial focus
■ Learning analytics is defined as
– “measurement, collection, analysis and reporting of data
about learners and their contexts, for purposes of
understanding and optimizing learning and the
environments in which it occurs”
■ But most research was devoted to
– Mining patterns
– Deriving predictive models
– Providing dashboards
■ What about “Teacher Inquiry into Student Learning”?
10• Mor, Ferguson & Wasson (2015)
• Dawson (2020)
11. Wrap up of some questions
■ Who and how designs LA solutions?
■ What are the trade-offs in using a Human-
Centered Approach for LA?
■ How can we enhance teachers’ agency and
design knowledge?
11
• Buckingham Shum, Ferguson, & Martinez-Maldonado (2019)
• Holstein, McLaren & Aleven (2019)
12. LA and LD
■ LA as a “contextual overlay” for understanding
and optimizing LD
■ LD as framework for analyzing student behavior
and driving meaningful pedagogical action
■ Increasing awareness since 2014 but still a long
way to go
12
• Mangaroska & Giannakos (2019)
• McFayden, Lockyer & Rienties (2020)
• Pishtari, Rodríguez-Triana et al. (2020)
13. LD-based process for LA solutions
13
1 – LA design: LD elements selected as targets for LA solution
2 – LA implementation:
2a. Data from LA targets is analyzed by the LA tool
Resulting LA informs: 2b.) orchestration, 2c.) assessment
Dimitriadis, Martínez-Maldonado & Wiley (2020)
14. Learning Analytics Implementation Design
(LAID) principles
■ Coordination
– Which analytics, what productive patterns and what
“logistics”, i.e. when and how, whether free or guided
■ Comparison
– With respect to absolute or relative reference
■ Customization
– Multiple needs and paths to use LA, implemented as
adaptive (by system/agent) or adaptable (by users)
■ Extracted vs. embedded analytics
14
Wise & Vytasek (2017)
16. Checkpoint and process analytics
16
• Lockyer, Heathcote & Dawson (2014)
• Corrin, L., et al. (2016) - Figures
• Bakharia, et al. (2016)
17. Bringing the teacher in the loop
■ Customization of LD and orchestration increases
efficacy and teacher agency and trust
■ LA solutions based on concrete LD information
provided by the teacher: course checkpoints, script
and activity constraints, orchestration problems
17• Rodríguez-Triana, et al. (2015, 2018, 2018)
18. Consolidated model for LA
18
• Gasevic, Dawson & Siemens (2015)
• Saint, Gasevic, Matcha, Ahmad & Pardo (2020)
• Gasevic, Kovanovic & Joksimovic (2017) - figure
• Reimann (2016)
20. Research and design methodologies
■ Researcher Practice Partnerships (RPP)
■ Design Based Research (DBR)
■ Human Centered Design (HCD)
20
• Buckingham Shum, Ferguson & Martinez-Maldonado (2019)
• Holstein, McLaren & Aleven (2019)
21. LATUX workflow for LA solutions
21
• Martinez-Maldonado, Pardo, Mirriahi, Yacef, Kay & Clayphan (2016) - figure
• Holstein, McLaren & Aleven (2019)
22. Datastorytelling and explanatory LA
22Echeverria, Martinez-Maldonado, Buckingham Shum, Chiluiza, Granda & Conati (2018) - figures
23. Human-Centered Design of LA
■ Design of LA solutions involve a socio-technical system
■ LA solutions should be embedded in a human ecology of
formal and informal activities
■ Students and teachers have partial understanding, i.e. they
are not “authoritative sources”
■ Academic rigor and practitioner knowledge may be combined
■ Eventually the benefits of enhanced agency, adoption and
impact of the LA solutions overcome the costs of difficult,
time and resource consuming participatory processes
■ All the important aspects of learning (cognitive,
metacognitive, affective and social) are highly sensible and
dependent on the context
23Buckingham Shum, Ferguson & Martinez-Maldonado (2019)
24. HCD principles for actionable LA
solutions
1. Agentic positioning of teachers and other
stakeholders
2. Integration of the learning design cycle and the LA
design process
3. Reliance on educational theories to guide the LA
solution design and implementation
24Buckingham Shum, Ferguson & Martinez-Maldonado (2019)
25. Main illustrative study
25
From Theory to Action:
Developing and Evaluating Learning
Analytics for Learning Design
• K. Wiley, Y. Dimitriadis, A. Bradford, M. Linn (2020)
• K. Wiley, (2020)
26. An overview of the study
■ Design and development of Teacher Action Planner,
a LA tool that supports teachers’ orchestration
actions:
– Grounded on learning theory (Knowledge Integration) and
using the Inquiry Based Learning approach.
– Aligned with the Learning Design (Global Climate Change
and Photosynthesis Units) and platform (WISE)
– Aligned with stakeholders’ needs (OrLA)
– Functional within the constraints of the technical and
learning environments
26
42. * Evaluation of TAP
42
■ Multiple actions performed
■ Students’ performance was revealed in TAP
■ Significant actions by Teacher 1
■ But no significant changes in short term
– A large proportion of students in all three teachers’
classes did not have shifts in their scores
■ A study on longer term effects showed that
– Teacher 1 achieved a significant enhancement in all
learning dimensions (e.g. concepts and skills),
probably due to her alignment with the KI framework
43. Second case study
43
• Echeverria,V., Martinez-Maldonado, R., and Buckingham Shum, S. (2019)
• Martinez-Maldonado, et al. (2017)
44. Conclusions of studies (I)
44
■ Importance of
– LD-LA alignment
– use of learning theory
– inter-stakeholder communication
■ For design decisions on
– elements of the LD that should be analyzed
– data to be collected
– indicators to be calculated
– form that insights are communicated and interpreted
– connection of LA to LD redesign and orchestration action.
45. Conclusions of studies (II)
45
■ Importance of theory - implementation principled
approach (KI and LAID)
■ Influence of all stakeholders in DBR research
■ Usefulness of the Data Storytelling in visualization
■ Alignment with teachers’ beliefs and attitudes
■ Advantages of embedded and checkpoint analytics
■ Enhancement of teachers’ agency
■ But also need for
– greater transparency in understanding how LA indicators
are computed
– even longer trials in authentic and scaled up contexts
46. Some take-home messages (I)
■ Technology-enhanced learning (TEL) ecosystems
– especially hard to design and orchestrate
■ Various elements (social architectures, tasks, environment)
– can be designed in media-res in constantly evolving authentic context
■ Teachers are essential stakeholders
– LD and LA are about learning and teaching
■ Human-Centered design is necessary in spite of its cost
– Move from “demonstrators in a greenfield” to embedded tools and
practices in authentic contexts
■ Teachers can work as designers and orchestrators
– based on their own tacit and explicit knowledge (TPACK)
■ Tools are necessary to support stakeholders
– balanced use of AI agents and human expertise and actions
46
47. Some take-home messages (II)
■ LA for understanding and optimizing learning
– oriented to pedagogical interventions based on actionable insights
■ LA benefits from
– Data Science, Learning Theory and Design
■ LA and LD are intrinsically interconnected
– They should be jointly employed
■ Inter-stakeholder communication is essential
– using multiple design techniques and approaches
■ Bring the human in the loop
– of these human processes of teaching and learning
■ Support them with
– technological and conceptual tools
47
48. References (I)
■ Mor, Dimitriadis, Köppe (2019), Hybrid Learning Spaces – Design, Data, Didactics, Workshop @ EC TEL
2019, https://hls-d3.iucc.ac.il/
■ Luckin, R. (2010) Re-designing learning contexts: Technology-rich, learner-centred ecologies. Routledge,
London
■ Prieto, L. P., Y. Dimitriadis, J. I. Asensio-Pérez, C. K. Looi (2015). “Orchestration in learning technology
research: evaluation of a conceptual framework”. In: Research in Learning Technology 23.0
■ Dillenbourg (2013). “Design for classroom orchestration”, Computers & Education, 69: 485-492
■ Roschelle, J., Dimitriadis, Y., Hoppe, U. (2013), Classroom Orchestration: Synthesis, Computers &
Education. 69:523-526
■ Dillenbourg, P, Fox, A., Kirschner, C., Mitchell, J., Wirsing, M., (2013) Massive Open Online Courses:
Current State and Perspectives (Dagstuhl Perspectives Workshop 14112)
■ Goodyear, P., Dimitriadis, Y. (2013), In medias res: reframing design for learning Research in Learning
Technology - special issue on Learning Design. 21, 2013.
■ Dimitriadis, Y., Goodyear, P. (2013) Forward oriented design for learning: Illustrating the
approach Research in Learning Technology. 21, 2013.
■ Sharples, Mike (2013). Shared Orchestration Within and Beyond the Classroom. Computers & Education.
69. 504-506. 10.1016/j.compedu.2013.04.014.
■ Soller, A., Martínez-Monés, A., Jermann, P., Muehlenbrock, M. (2005) From Mirroring to Guiding: A
Review of the State of the Art Technology for Supporting Collaborative Learning International Journal of
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48
49. References (II)
■ Villasclaras-Fernández, E.D., Hernández-Leo, D., Asensio-Pérez, J.I., Dimitriadis, Y.: Web Collage: an
implementation of support for assessment design in CSCL macro-scripts. Computers & Education 67, 79–
97 (2013)
■ S. Håklev, L. Faucon, T. Hadzilacos, and P. Dillenbourg. FROG: rapid prototyping of collaborative learning
scenarios. In EC-TEL, number EPFL-CONF-230014, 2017.
■ L Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to
develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational
Technology, 49, 1044– 1058. https://doi.org/10.1111/bjet.12697 Kali, Y., McKenney, S., & Sagy, O.
(2015). Teachers as Designers of Technology Enhanced Learning. Instructional science, 43(2), 173-179.
https://doi.org/10.1007/s11251-014-9343-4
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■ Dawson, S. (2020). Learning Analytics – A Field on the Verge of Relevance? Keynote presentation at 10th
International Conference, LAK20, Cyberspace, March 2020
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Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1
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to support teacher-AI complementarity. Journal of Learning Analytics, 6(2), 27–52.
http://dx.doi.org/10.18608/jla.2019.62.3
■ Dimitriadis, Y., Martínez-Maldonado, R., & Wiley, K. (2020). Human-centered design principles for
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50. References (III)
■ Mangaroska, K., & Giannakos, M. N. (2019). Learning analytics for learning design: A systematic
literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning
Technologies, vol. 12, no. 4, pp. 516-534, 1 Oct.-Dec. 2019 https://doi.org/10.1109/TLT.2018.2868673
■ McFayden, L., Lockyer, L, Rienties, B. (2020), Learning Design and Learning Analytics , Call for Papers,
Journal of Learning Analytics, 2020
■ Pishtari, G., Rodríguez-Triana, M., Sarmiento‐Márquez, E., Pérez-Sanagustín, M., Ruiz-Calleja, A.,
Santos, P., Prieto, L. & Serrano-Iglesias, S. & Väljataga, T.. (2020). Learning design and learning
analytics in mobile and ubiquitous learning: A systematic review. British Journal of Educational
Technology. 10.1111/bjet.12944.
■ Wise, A. F., & Vytasek, J. (2017). Learning Analytics Implementation Design. In C. Lang, G. Siemens, A.
Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (First, pp. 151–160).
https://doi.org/10.18608/hla17.013
■ Wise, A. F., & Jung, Y. (2019). Teaching with Analytics: Towards a Situated Model of Instructional
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■ L. Lockyer, E. Heathcote, and S. Dawson, “Informing pedagogical action: Aligning learning analytics with
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Completing the Loop: Returning Meaningful Learning Analytic Data to Teachers. Retrieved from Sydney:
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■ Bakharia, A., Corrin, L., de Barba, P, Kennedy, G., Gasevic, D., Moulder, R., Williams, D., Dawson, D.,
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■ Rodríguez Triana, M.J., Prieto Santos, L.P., Martínez Monés, A., Dimitriadis, Y., Asensio Pérez, J.I.
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■ Echeverria, V., Martinez-Maldonado, R., Buckingham Shum, S., Chiluiza, K., Granda, R., & Conati, C.
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52
53. Design principles for human-
centered actionable learning
analytics
Prof. Yannis Dimitriadis
GSIC/EMIC group
University of Valladolid, Spain
ASCILITE Learning Analytics SIG
September 4, 2020