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Using OnTask for Student Coaching in Large Student Cohorts

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The provision of student feedback is a challenging and resource intensive
task for any instructor but at the same time it has the potential of
significantly improve the overall quality of a learning experience.
This challenge is magnified even further in the context of large student
cohorts. Current initiatives such as the one captured by the OnTask project
have explored how to use data about student engagement to support instructors
of large student cohorts in this process. But despite the use of technology
there are still important aspects to consider. What is the ideal tone of the
message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
principles and examples of how instructors are addressing the problem.

Publicado en: Educación
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Using OnTask for Student Coaching in Large Student Cohorts

  1. 1. Using OnTask for Student Coaching in Large Student Cohorts Abelardo Pardo (@abelardopardo)
 Division of Information Technology, Engineering and the Environment slideshare.net/abelardo_pardo GARNET Teaching and Learning Breakfast Series Teaching Innovation Unit 28 February 2018
  2. 2. Centre for 
 Change and 
 Complexity in 
 Learning  Explore human and artificial cognition to understand knowledge processes and their impact on society Seek practical application and impact
  3. 3. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 3 Scaling Feedback MatthewCabret Action Sensemaking 3
  4. 4. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 4 Scaling Feedback MatthewCabret
  5. 5. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 5 Pardo, A., Bartimote-Aufflick, K., Buckingham Shum, S., Dawson, S., Gao, J., Gašević, D., . . . Vigentini, L. (2018). OnTask: Delivering Data-Informed Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249. ontasklearning.org
  6. 6. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 6 Student reactions Lim, Lisa et al. (2018) “Influence of technology-mediated feedback on students’ self-regulated learning”. 
 Manuscript in preparation
  7. 7. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 7 Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press. “People make good choices in contexts in which they have experience, good information, and prompt feedback” DerekBruffflickr.com
  8. 8. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 8 Too much information Overstimulation A.HAS
  9. 9. Abelardo Pardo Providing personalised student support in flipped classrooms at scale 9 Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64, 417-444. doi:10.1146/annurev-psych-113011-143823 • Understand human memory and learning • Know useful techniques to study • Know how to monitor • Understand existing biases AlexMihis
  10. 10. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 10 JacksonLavarnway
  11. 11. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 11 EdDunen
  12. 12. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 12 Scaling Feedback MatthewCabret Sensemaking
  13. 13. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 13 I'mnik Sensemaking Learning Design Data
  14. 14. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 14 Large number of events per user 2016-08-09 00:05:43.124199+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"": ""summative"", ""score"": 44.4444444444444, ""exercise"": ""/data2u/static/exco_exc/DRM/ problem_13_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196619,exco-answer 2016-08-09 00:05:44.140307+00,989,129.78.56.144,"{""score"": 44.4444444444444, ""exercise"": ""/data2u/ static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196620,exco-view 2016-08-09 00:05:47.76122+00,968,49.182.128.186,"{""question_id"":""COD-numberofwires-eqt_1"",""answer"": 1}",abelardopardo,196621,embedded-question 2016-08-09 00:05:48.861036+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":0}",abelardopardo,196622,embedded-question 2016-08-09 00:05:48.959791+00,989,129.78.56.144,"{""outcome"": ""correct"", ""assessment"": ""summative"", ""score"": 50.0, ""exercise"": ""/data2u/static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer 2016-08-09 00:05:49.539162+00,989,129.78.56.144,"{""score"": 50.0, ""exercise"": ""/data2u/static/ exco_exc/DRM/problem_14_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196624,exco-view 2016-08-09 00:05:49.571138+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/ Material/COD/index.html""}",abelardopardo,196625,resource-view 2016-08-09 00:05:50.050035+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":0}",abelardopardo,196626,embedded-question 2016-08-09 00:05:51.709295+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":0}",abelardopardo,196627,embedded-question 2016-08-09 00:05:51.962474+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":0}",abelardopardo,196628,embedded-question 2016-08-09 00:05:52.0819+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":""-1""}",abelardopardo,196629,embedded-question 2016-08-09 00:05:53.025356+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":1}",abelardopardo,196630,embedded-question 2016-08-09 00:05:54.756229+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/ Material/COD/COD_notes.html#range-accuracy-and-precision-of-the-floating-point- representation""}",abelardopardo,196631,resource-view 2016-08-09 00:05:54.856333+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"": ""summative"", ""score"": 50.0, ""exercise"": “"/data2u/static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer
  15. 15. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 15 4187, 2016-07-14 00:56:46.341946+00, {“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"}, https://mycourse.com/Material/HLP/HLP_notes.html, embedded-video 4187, 2016-07-14 00:56:46.341946+00, VIDEO, xEJtdMQMcrs, PLAY, TOP, W2 Combine logs with design Learner played a video about topic TOP during Week 2
  16. 16. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 16 a) Learner played TOP video, first time, during Week 2 b) Learner played TOP video, first time, during Week 6 c) Learner played TOP video, fifth time, during Week 6 What would you say?
  17. 17. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 17 Philhearingflickr.com Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition (pp. 282-312). New York, NY: Oxford University Press. CarstenTolkmitflickr.com Rational System 1 fast, intuitive, implicit, subconscious System 2 slower, deliberative, explicit (controlled), conscious Automatic
  18. 18. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 18 a) Learner played TOP video and created annotations in Week 2 b) Learner played TOP video and did not create annotations in Week 2 c) Learner played TOP video, first time, no annotations, during Week 6 d) Learner played TOP video, fifth time, added annotations Annotate the video
  19. 19. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 19 I'mnik Sensemaking Learning Design Data
  20. 20. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 20 Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: are self-testing and scheduling related to achievement? Psychon Bull Rev, 19(1), 126-134. doi:10.3758/s13423-011-0181-y BenMullins “self-testing, rereading, and scheduling of study play important roles in real- world student achievement.”
  21. 21. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 21 a) Learner read the to-do list, played TOP video, created annotations, ticked the to-do list in Week 2 b) Learner played TOP video, did not create annotations, didn’t read the to-do list in Week 2 c) Learner played TOP video, read the to-do list for the first time, no annotations, during Week 6 d) Learner played TOP video for the fifth time, reviewed the to-do list several times, added annotations… Create a to-do/to-know page
  22. 22. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 22 Data encoding events
  23. 23. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 23 If THIS then THAT Learner played TOP video, did not create annotations, didn’t read the to-do list in Week 2 THIS: TOP Video Play W2 = 0 AND Annotations W2 = 0 AND Read To-Do W2 == 0 THAT: “It would be good for you to check the video as it relates to [TOPIC] and we need this to then tackle [OTHER TOPIC]. Also, check the To-Do list, it may be handy to…
  24. 24. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 24 EdDunen
  25. 25. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 25 I'mnik Sensemaking Learning Design Data
  26. 26. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 26 TineIvanic Sensemaking Learning Design Data
  27. 27. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 27 Scaling Feedback MatthewCabret Action Sensemaking
  28. 28. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 28 Biology course Indicator: Level of persistency VLP: very log persistency LP: low persistency MP: Medium persistency VHP: Very high persistency
  29. 29. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 29 Biology course — Very low persistency “You may want to try to make some headway in this unit. The concepts of specialization and evolution are very important for the course. Charles Darwin’s famous voyage in the HMS Beagle involved a visit to the now famous Galapagos Islands. See if you can piece together some of the clues that inspired Charles Darwin. It’s important for you to get some understanding of these ideas as they are essential concepts in biology. Where do species come from?”
  30. 30. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 30 Biology course — Very low persistency “You may want to try to make some headway in this unit. The concepts of specialization and evolution are very important for the course. Charles Darwin’s famous voyage in the HMS Beagle involved a visit to the now famous Galapagos Islands. See if you can piece together some of the clues that inspired Charles Darwin. It’s important for you to get some understanding of these ideas as they are essential concepts in biology. Where do species come from?”
  31. 31. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 31 Biology course — Low persistency “Good initial work with this module. You should probably take another look at the units such as ‘The Galapagos Exploration’ and ‘The Birds and the moths’. This unit will help you develop some understanding of evolution through natural selection –which is one of the most important processes (perhaps the most important) in the natural world.”
  32. 32. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 32 Biology course — Low persistency “Good initial work with this module. You should probably take another look at the units such as ‘The Galapagos Exploration’ and ‘The Birds and the moths’. This unit will help you develop some understanding of evolution through natural selection –which is one of the most important processes (perhaps the most important) in the natural world.”
  33. 33. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 33 Biology course — Medium Persistency “Good work with this module. Would you be able to anticipate the influence of air pollution on Kettlewell’s moths? How important are relationships (such as symbiosis) in the natural world? Lessons such as ‘Peer pressure in nature’ will help us understand how energy flows in food webs and the different types of relationships that provide a cornerstone of the natural world.”
  34. 34. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 34 Biology course — Medium Persistency “Good work with this module. Would you be able to anticipate the influence of air pollution on Kettlewell’s moths? How important are relationships (such as symbiosis) in the natural world? Lessons such as ‘Peer pressure in nature’ will help us understand how energy flows in food webs and the different types of relationships that provide a cornerstone of the natural world.”
  35. 35. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 35 Biology course — Very High Persistency “Thorough work with the unit! Would you be able to describe the relationship between clownfish and their sea anemone host as a commensalism or a mutualism? Could you explain why hemophilia seems only to afflict males (such as in the British royal family of the 19 th century)? Great work!”
  36. 36. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 36 Biology course — Very High Persistency “Thorough work with the unit! Would you be able to describe the relationship between clownfish and their sea anemone host as a commensalism or a mutualism? Could you explain why haemophilia seems only to afflict males (such as in the British royal family of the 19th century)? Great work!”
  37. 37. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 37 Biology course — Week 5 announcement “The concepts of specialization and evolution are very important for the course. Charles Darwin’s famous voyage in the HMS Beagle involved a visit to the now famous Galapagos Islands. See if you can piece together some of the clues that inspired Charles Darwin. It’s important for you to get some understanding of these ideas as they are essential concepts in biology. Where do species come from? You should probably take another look at the units such as ‘The Galapagos Exploration’ and ‘The Birds and the moths’. This unit will help you develop some understanding of evolution through natural selection –which is one of the most important processes (perhaps the most important) in the natural world. Would you be able to anticipate the influence of air pollution on Kettlewell’s moths? How important are relationships (such as symbiosis) in the natural world? Lessons such as ‘Peer pressure in nature’ will help us understand how energy flows in food webs and the different types of relationships that provide a cornerstone of the natural world. Would you be able to describe the relationship between clownfish and their sea anemone host as a commensalism or a mutualism? Could you explain why haemophilia seems only to afflict males (such as in the British royal family of the 19th century)?”
  38. 38. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 38 Too much information Overstimulation A.HAS
  39. 39. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 39 Cone of engagement
  40. 40. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 40 Call to action HenrikDonnestad
  41. 41. Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 41 VladKutepov • OnTask offer the possibility of tackling feedback for large student cohorts • Move from “information available” to “THIS is your information” • Let the design drive the data, and vice versa • Think like a coach • Reach out to TIU for expertise Conclusions
  42. 42. Using OnTask for Student Coaching in Large Student Cohorts Abelardo Pardo (@abelardopardo)
 Division of Information Technology, Engineering and the Environment slideshare.net/abelardo_pardo GARNET Teaching and Learning Breakfast Series Teaching Innovation Unit 28 February 2018

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