Learning Analytics and Quantified Self approaches for Reflective Learning

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Slides from my presentation at the Learning Analytics and Knowledge Conference (LAK12). I presented our framework for applying Quantified Self approaches to support Reflective Learning. This framework shows a vision of learning analytics in daily life learning, applied for a particular informal learning model and a concrete group of support tools.

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Learning Analytics and Quantified Self approaches for Reflective Learning

  1. 1. Applying Quantified Self Approachesto Support Reflective Learning INFORMATIK FZI FORSCHUNGSZENTRUMV. Rivera-Pelayo, V. Zacharias, L. Müller, and S. BraunFZI Research Center for Information Technologies, Karlsruhe, GermanyLAK Conference 2012 – Vancouver, Canada30th April 2012
  2. 2. Agenda Introduction Background  Theoretical: Reflective Learning  Pragmatical: The Quantified Self Motivation A Framework to Apply QS Approaches to support Reflective Learning  Tracking Cues  Triggering  Recalling and Revisiting Experiences Conclusions02.05.2012 © FZI Forschungszentrum Informatik 2
  3. 3. Reflective Learning at Work  Learn by observing others and from experiences  Support learning-on-the-job and experience sharing  Learning by reflection on observed practices and collected data  Focus on acquisition of tacit knowledge 3http://mirror-project.eu
  4. 4. Reflective Learning  Returning to and evaluating past work performances and personal experiences in order to promote continuous learning and improve future experiences.D. Boud, R. Keogh, and D. Walker. Reflection: Turning Experience into Learning, chapter Promoting Reflection in Learning: aModel., pages 18-40. Routledge Falmer, New York, 1985. 02.05.2012 © FZI Forschungszentrum Informatik 4
  5. 5. The Quantified Self (QS)  Collaboration of users and tool makers  Self-knowledge through self-tracking  Tools to collect personally relevant information  Gaining self-knowledge about one‘s experiences, behaviors, habits and thoughts 02.05.2012http://quantifiedself.com http://nikeplus.com/ © FZI Forschungszentrum Informatik http://moodscope.com/ http://rescuetime.com/ 5
  6. 6. Motivation Learning Analytics  For a particular model of learning  For a particular class of support tools  Beyond classroom settings in daily life Quantified Self Tools Awareness Analysis of augmentation data Quantification Rich source of abstract of data for LA measures Learning processes02.05.2012 © FZI Forschungszentrum Informatik 6
  7. 7. A Framework to Apply QS Approaches to supportReflective Learning E Theory: Cognitive process02.05.2012 © FZI Forschungszentrum Informatik 7
  8. 8. A Framework to Apply QS Approaches to supportReflective Learning E Theory: Cognitive process Tools: Experimentation02.05.2012 © FZI Forschungszentrum Informatik 8
  9. 9. A Framework to Apply QS Approaches to supportReflective Learning E Theory: Cognitive process Tools: Experimentation EModel analysis Survey ofand information several QS needs tools 02.05.2012 © FZI Forschungszentrum Informatik 9
  10. 10. A Framework to Apply QS Approaches to supportReflective Learning02.05.2012 © FZI Forschungszentrum Informatik 10
  11. 11. Tracking Cues02.05.2012 © FZI Forschungszentrum Informatik 11
  12. 12. Tracking Cues Tracking means  Software sensors: applications – experiences not directly measurable  Hardware sensors: devices – automatic capture  environmental & physiological Tracked aspects/object  Emotional aspects: mood, stress, interest, anxiety.  Private and work data: photos, browsers history, music.  Physiological data: physical activity and health.  General activity: #cigarettes, cups of coffee, hours spent in a certain activity. Purposes  the goal which the user tries to achieve by using it.02.05.2012 © FZI Forschungszentrum Informatik 12
  13. 13. Triggering02.05.2012 © FZI Forschungszentrum Informatik 13
  14. 14. Triggering  Active  Notification or catching of the user’s attention explicitly.  Passive  No identification of experiences or no active contact to the user.http://rescuetime.com/ 02.05.2012 © FZI Forschungszentrum Informatik 14http://daytum.com/
  15. 15. Recalling and Revisiting Experiences02.05.2012 © FZI Forschungszentrum Informatik 15
  16. 16. Recalling and Revisiting Experiences (I) Contextualizing  Social Context  relationship and comparison to others  Spacial Context  Location in terms of city, street, room…  Historical Context  Evolution of the data in time  Item Metadata  Extra information and meaning  Context from other datasets  Weather, work schedules...02.05.2012 © FZI Forschungszentrum Informatik 16
  17. 17. Recalling and Revisiting Experiences (II)  Data fusion Objective Self Peer Group  Data analysis: Aggregation, Averages, etc.  Visualizationhttp://dub.washington.edu/projects/ubifit 02.05.2012 © FZI Forschungszentrum Informatik 17http://moodmap.apps.mirror-demo.eu/
  18. 18. Conclusions A framework for the application of QS tools to support reflective learning Structured review of this strand of research Understand the design space of QS tools for reflective learning Understanding which parts have not been addressed by research Design and Validate the framework to implementation of new support reflective learning QS tools02.05.2012 © FZI Forschungszentrum Informatik 18
  19. 19. Any questions? THANK YOU!02.05.2012 © FZI Forschungszentrum Informatik 19
  20. 20. About the tools and Related Work SOME MORE INFORMATION02.05.2012 © FZI Forschungszentrum Informatik 20
  21. 21. http://rescuetime.comRescueTime02.05.2012 © FZI Forschungszentrum Informatik 21
  22. 22. http://moodmap.apps.mirror-demo.euMoodMap App02.05.2012 © FZI Forschungszentrum Informatik 22
  23. 23. http://moodmap.apps.mirror-demo.euMoodMap App02.05.2012 © FZI Forschungszentrum Informatik 23
  24. 24. http://nikeplus.comNike +02.05.2012 © FZI Forschungszentrum Informatik 24
  25. 25. Daytumhttp://daytum.com/ http://daytum.com 02.05.2012 © FZI Forschungszentrum Informatik 25
  26. 26. Ubifit http://dub.washington.edu/projects/ubifit02.05.2012 © FZI Forschungszentrum Informatik 26
  27. 27. Related Work  Few related work on QS approaches towards reflection  Li et al. [1,2]  HCI design perspective  Stage-based Model of Personal Informatics  Physical activity (sport and diseases)  IMPACT System  Fleck and Fitzpatrick [3]  Psychological perspective  Design landscape and guiding questions  SenseCam – passive image capture[1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference onHuman Factors in computing systems, CHI 10, pages 557-566, New York, NY, USA, 2010. ACM.[2] I. Li, A. K. Dey, and J. Forlizzi. Understanding my Data, Myself: Supporting Self-reflection with Ubicomp Technologies. In Proceedings ofthe 13th international conference on Ubiquitous computing, UbiComp 11, pages 405-414, New York, NY, USA, 2011. ACM.[3] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI 10, pages 216-223, New York, NY, USA, 02.05.2012 © FZI Forschungszentrum Informatik 272010. ACM.
  28. 28. Five-stage model of personal informatics systems [Li et al.][1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference onHuman Factors in computing systems, CHI 10, pages 557-566, New York, NY, USA, 2010. ACM. 02.05.2012 © FZI Forschungszentrum Informatik 28
  29. 29. Reflecting on Reflection [Fleck and Fitzpatrick]  Aspects of reflection  Purpose of reflection  Conditions of reflection  Levels of reflection  Teachers’ reflective practices  Trainee teachers’ reflection on practice (Use Case)  SenseCam – passive image capture[1] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI 10, pages 216-223, New York, NY, USA,2010. ACM.[2] Fleck R, Fitzpatrick G. Teachers and tutors social reflection around SenseCam images. Int. J. Hum.- Comput. Stud. 67 (2009) 1024- 29 02.05.2012 © FZI Forschungszentrum Informatik1036.

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