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Literacy Professional Development Project: Identifying effective teaching and professional development practices for enhanced student learning. Milestone 5 (Final report
, 2006
"... Research reports are also available on the Ministry’s website: www.minedu.govt.nz/goto/2107 and on Education Counts: www.educationcounts.edcentre.govt.nz/research/index.html Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Educa ..."
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Research reports are also available on the Ministry’s website: www.minedu.govt.nz/goto/2107 and on Education Counts: www.educationcounts.edcentre.govt.nz/research/index.html Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education
Engaging college science students and changing academic achievement with technology: A quasiexperimental preliminary investigation.
- Computers & Education,
, 2009
"... a b s t r a c t Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to ..."
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a b s t r a c t Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts.
Informing Pedagogical Action: Aligning Learning Analytics With Learning Design.
- American Behavioral Scientist, XX(X),
, 2013
"... Abstract This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents ..."
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Abstract This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate one example of learning design to explore how broad categories of analytics-which we call checkpoint and process analytics-can inform the interpretation of outcomes from a learning design and facilitate pedagogical action. Keywords learning analytics, learning design, pedagogical intent This article examines two relatively new concepts within education, learning analytics, that is, the collection, analysis, and reporting of data associated with student learning behavior, and learning design, that is, the documented design and sequencing of teaching practice, and how together these may serve to improve understanding and evaluation of teaching intent and learner activity. Learning analytics offers a passive method of gathering information on how learners are interacting with learning resources, each other, and their teachers. Unlike traditional surveys or focus groups, which rely on participants both opting to provide feedback and accurately remembering and reporting past
Smart indicators on learning interactions
- Second European Conference on Technology Enhanced Learning (EC-TEL’07), LNCS
, 2007
"... Abstract. Indicators help actors to organise, orientate and navigate through complex environments by providing contextual information relevant for the performance of learning tasks. In this article we analyse the requirements, present a model and an initial prototype of a software system that uses s ..."
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Abstract. Indicators help actors to organise, orientate and navigate through complex environments by providing contextual information relevant for the performance of learning tasks. In this article we analyse the requirements, present a model and an initial prototype of a software system that uses smart indicators to support learners to be more engaged in the learning process. We argue that indicators need adaptation as learners develop on their learning paths in order to support interactions throughout the learning process. We use the learning interaction cycle of Garries, Ahlers and Driskel as the underlying model and architecture to describe the interaction between a learner and a learning environment. We tested the technical feasibility of the architecture by implementing a prototype. This prototype is critically reflected on the technical and educational concepts that were implemented. We conclude this article by giving an outlook on our future research, in which we evaluate the model by applying the prototype to support learner engagement in a learning community
Calmsystem: a conversational agent for learner modelling,
- Knowledge Based Systems
, 2008
"... Abstract This paper describes a system which incorporates natural language technologies, database manipulation and educational theories in order to offer learners a Negotiated Learner Model, for integration into an Intelligent Tutoring System. The system presents the learner with their learner mode ..."
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Abstract This paper describes a system which incorporates natural language technologies, database manipulation and educational theories in order to offer learners a Negotiated Learner Model, for integration into an Intelligent Tutoring System. The system presents the learner with their learner model, offering them the opportunity to compare their own beliefs regarding their capabilities with those inferred by the system. A conversational agent, or "chatbot" has been developed to allow the learner to negotiate over the representations held about them using natural language. The system aims to support the metacognitive goals of self-assessment and reflection, which are increasingly seen as key to learning and are being incorporated into UK educational policy. The paper describes the design of the system, and reports a user trial, in which the chatbot was found to support users in increasing the accuracy of their self-assessments, and in reducing the number of discrepancies between system and user beliefs in the learner model. Some lessons learned in the development have been highlighted and future research and experimentation directions are outlined.
Towards understanding the potential of e-portfolios for independent learning: A qualitative study
"... This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e-portfolio practice reported in other contexts, they th ..."
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This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e-portfolio practice reported in other contexts, they throw into relief a complicated interplay and conflict of factors that may thwart the good intentions of e-portfolio design and implementation. Insights derived from this research will illuminate the issues about e-portfolio-mediated independent learning across a range of settings and learners.
Using production to assess learning: An ILE that fosters Self-Regulated Learning
- In
, 2002
"... Abstract. Current systems aiming at engaging students in Self-Regulated Learning processes are often prompt-based and domain-dependent. Such metacognitive prompts are either difficult to interpret for novices or ignored by experts. Although domain-dependence per se cannot be considered as a drawback ..."
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Abstract. Current systems aiming at engaging students in Self-Regulated Learning processes are often prompt-based and domain-dependent. Such metacognitive prompts are either difficult to interpret for novices or ignored by experts. Although domain-dependence per se cannot be considered as a drawback, it is often due to a rigid structure which prevents from moving to another domain. We detail here Apex, a two-loop system which provides texts to be learned through summarization. In the first loop, called Reading, the student formulates a query and is provided with texts related to this query. Then the student judges whether each text presented could be summarized. In the second loop, called Writing, the student writes out a summary of the texts, then gets an assessment from the system. In order to automatically perform various comprehensioncentered tasks (i.e., texts that match queries, assessment of summaries), our system uses LSA (Latent Semantic Analysis), a tool devised for the semantic comparison of texts. 1
M.: Personalisation of Learning in Virtual Learning Environments
- Learning in the Synergy of Multiple Disciplines, LNCS
, 2009
"... Abstract. Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in ..."
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Abstract. Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner’s mind. Through a literature survey, we analyze constitutive dimensions of this inner sense of personalisation. Here, we devote special attention to confronting learners with tracked information. Making their personal interaction footprints visible contrasts with the back-office usage of this data by researchers, instructors or adaptive systems. We contribute a prototype designed for the Moodle platform according to the conceptual approach presented here.
Multiple complementary methods for understanding self-regulated learning as situated in context. Paper presented at the annual
- meetings of the American Educational Research Association
, 2005
"... This conference paper is part of a symposium with the broad goal of stimulating in-depth discussion about strategies for understanding complex and dynamic learning processes as they play out in context. Researchers are increasingly sensitive to how learning is not only dynamic, ..."
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This conference paper is part of a symposium with the broad goal of stimulating in-depth discussion about strategies for understanding complex and dynamic learning processes as they play out in context. Researchers are increasingly sensitive to how learning is not only dynamic,
R.: Visualisation of interaction footprints for engagement and motivation in online communities – results of first interviews Kreijns
- Group Awareness Widgets for Enhancing Social Interaction in Computer-supported Collaborative Learning Environments: Design and Implementation”. Paper presented at the 32 nd ASEE/IEEE Frontiers in Education Conference
, 2002
"... Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextu ..."
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Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learning focus on mobile scenarios, with location as the primary contextual dimension. However, the meaning of context aware learner support is not limited to location based solutions, as it is highlighted by the educational paradigms of situated learning and communities of practice. This paper analyses learner participation as a contextual dimension of adapting graphical indicators of interaction data for engaging and motivating learners in participating and contributing to an open community. The analysis is based on interaction data and interviews with participants in a nine week lasting design study, during which we compared the effect of two indicators on the engagement of the participants in the group activities. The trend of study results supports the presumption that the learners ' perception of their activity visualisations is context dependent. We found that more engaging visualisation polarised the participants in this group: while contributing participants were attracted to contribute more to the community, non-contributing participants were distracted by the same visualisation.
