Author: Johnny Yuen ------------------------------ http://www.cite.hku.hk/news.php?id=501&category=cite

1. Visualization and Data Presentation
of Pedagogy, Learning Process &
Outcome
Johnny Yuen

2. BIG
DATA

3. The IBM SLAMTRACKER

5. Big Data Analytics in sports
• Predictive
• Behavioral, Quantifiable data
• Identical, “closed” settings with game rules
• Simple goal, simple behavior
• Finding patterns from lots of noises
• Very different from educational settings!

6. Usage of IT in education
• Different nature!
– Year long activities, e.g. IES – Independent
Enquiry Study
• Individual students
• The same process
• Comparable participation
– Topic module base activities, e.g. online discussion
• Collaborative
• Unequal participation – quantity and quality

7. Furthermore…
• Differences in setting:
• Pedagogy: transmission model, PBL, collaborative
knowledge building… …
• Pedagogical design frameworks: Contrasting cases,
Predict-Observe-Explain,
• Subject domain: Sciences, Languages
• Cut-in point: Critical Thinking, Personal
Epistemology, Motivation,

8. Supporting practice & reflections in
educational settings, e.g. CSCL
• Are students participating in the online discourse?
• Are there students who made zero contribution?
• Do ideas progress in the online discourse?
• Can students raise questions that stimulate idea
improvement?
• What are the key content themes of the discussion threads?
• Which notes have potential for further development?
• Which aspect of the discussion can be further improved?
• Is there any advancement in my students over 1 or 2 years of
KB activities, in terms of question framing, evaluating and
summarizing ideas, as reflected from their contributions to
the online discourse?

9. COLODA
18 Feb 2012
Successful Pedagogies for Inquiry &
Knowledge Building

Collaborative Analysis Project

  Discussion data from any discussion
platform in XML format
Individual
Participatory
Statistics
Keywords
Analysis
Researcher codings &
further analyses
Threads
Analysis
Social
Networks


Downloadable as MS Excel (.xls) format for charts
or works with other student data
Collaborators

10. Outputs can be organized into diff. levels…
18 Feb 2012
Successful Pedagogies for Inquiry &
Knowledge Building
: Individual students
: notes
: discussion threads
: discussion views
: date or week

11. Individual participatory statistics
18 Feb 2012
Successful Pedagogies for Inquiry &
Knowledge Building
Number of Scaffolds UsedNumber of Notes Created
Percentage of notes read Percentage of Notes LinkedNumber of Revisions

12. Social Network Analysis
18 Feb 2012
Successful Pedagogies for Inquiry &
Knowledge Building
Year 1
Year 2
Year 3

13. Threads analysis module:
7/9/2013
0
0.5
1
1.5
2
2.5
3
Year 1 Year 2
Depthofdiscussionthread
6.5
7
7.5
Year 1 Year 2Numberofnotes
Average Number of Notes per Thread
Average Depth of Discussion Thread

14. Examples of question types
• Attribute
– What is the size of the smallest whale?
– Where is the notice?
• Definition
– What is energy crisis?
– What does global warming refer to?
• Verification
– Is it safe to drink the water only through looking at it?
– Is carbon dioxide toxic and harmful?

15. Examples of question types
• Procedure
– How to make a water filter?
• Reason
– Why do water become brown color?
– Why do we need to save water?
• Mechanism
– How can we protect these animals?
– How do planktons give birth to the next
generation?

16. Researcher Coding
Types of questions raised in the discourse
18 Feb 2012
Successful Pedagogies for Inquiry &
Knowledge Building

17. Keywords analysis module
HK Kids discourse
HK Kids
Word Count
特徵(characteristic) 5
成因(cause) 4
個人(individual) 3
家長(parent) 62
傭人(maid) 42
社會(society) 15
政府(government) 51
教育制度(Education
system) 15
精英制度(Elite system) 6
遺傳(inheritance ) 11
影響(influence) 6
經濟(Economics) 0
自理能力(Self-
management) 20
責任(responsibility) 19
改善(improvement) 31
解決(solution) 14
訓練(training) 12
7/9/2013

18. Summary: Choosing the suitable type and
focus of analysis for diff. types of learning
• Behavior is affected by design and facilitation
• Requires in-depth understanding about the
design and intended learning goal of the
discourse in order to interpret the visuals
– Time series vs. snapshot
– Whole class vs. individual
– Quantity vs. quality