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10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuera del aula» / UAM

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Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»

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10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuera del aula» / UAM

  1. 1. Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje Supporting teachers with community, design and learning analytics eMadrid, UAM, 10 Mayo 2019 Davinia Hernández-Leo TIDE, Universitat Pompeu Fabra, Barcelona twitter: @TIDE_UPF website : http://www.upf.edu/web/tide
  2. 2. https://www.upf.edu/web/tide/ TIDE research group 2
  3. 3. Support teachers in designing the “best possible” conditions for their students to learn, documenting them, making their design ideas explicit and sharable. (Conole, 2012; Agostinho, 2011; Laurillard, 2013; Mor, Craft & Hernández-Leo, 2013) Learning Design 3 Teaching as a design science
  4. 4. Learning Design ACAD framew ork: Design -> Runtime (Carvahlo & Goodyear, 2015) ACAD framework 4
  5. 5. The case of CSCL macro-scripting Free collaboration does not necessarily lead to fruitful learning. An option is to structure the collaborative learning flow (activity sequence, roles, group formation, resource allocation) to trigger potentially effective social interactions. (Dillenbourg & Tchounikine, 2007; Kobbe et al., 2007) Learning Design in Collaborative Learning 5
  6. 6.  Learning design authoring and enactment — Pyramid collaborative learning flow pattern. Scalable approach. Flow creation and control mechanisms for elasticity and dynamism 6 Learning Design in CSCL: example of PyramidApp https://www.upf.edu/web/tide/tools Manathunga, K., & Hernández‐Leo, D. (2018). Authoring and enactment of mobile pyramid‐based collaborative learning activities. British Journal of Educational Technology, 49(2), 262-275.
  7. 7.  Design layers metaphor (by spaces)  Systematically co-designed with teachers  Emphasis in design for blended learning (PBL, flipped classroom, …) 7 Learning Design in blended learning: edCrumble https://www.upf.edu/web/tide/tools Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
  8. 8. 8 Learning design tools Tools for conceptualization, authoring, implementation Generic vs. specific tools wrt. pedagogical approach Sharing, co-creating learning designs
  9. 9. 9 Integrated Learning Design Environment  Integrated solution to support the full lifecycle of (co-)designing, sharing, and deploying ICT-based learning activities Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9
  10. 10. Integrated Learning Design Environment (ILDE) 10 Individual Space Social Space
  11. 11. ILDE, previous results Used in several different educational contexts (higher education, vocational education, adult education) — Well accepted in all its functions — Fits the needs of different types of communities — No difference in acceptance — Flexible design processes — Limited social awareness and inquiry process Data used to evaluate and understand processes… 11
  12. 12. Learning design and data  Data used to evaluate and understand processes…  How can data be used to support learning design and learning design communities? 12
  13. 13. Data Analytics in teaching & learning  Learning Analytics (LA): “the measurement, collection, analysis, reporting of data about learners and their contexts, for porpuses of understanding and optimizing learning and the environments in which it occurs” SoLAR (Ferguson, 2012)  Social Learning Analytics (Buckingham-Shum & Ferguson 2012) & Community analytics and visualizations (Klamma, 2013; Vasileva and Sun, 2007), including Social Network Analysis (SNA) (de Laat & Schreurs, 2013) 13
  14. 14. ANALYTICS LAYERS FOR LEARNING DESIGN FRAMEWORK Supporting learning design with analytics 14 Community of practitioners and related stakeholders Learning Design (LD) tools Learners experiencing learning designs Community Analytics metrics and patterns of design activity Design Analytics metrics of pedagogical decisions Learning Analytics metrics of learners’ engagement, achievement... aligned with design intent Hernández-Leo, D., et al. (2019) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
  15. 15. Supporting learning design with analytics 15
  16. 16.  Available data  ILDE2, extension with data analytics features — https://www.upf.edu/web/tide/tools/ilde2  CoT project, 2 schools  RESET, Smartlet, Illuminated: — Master program for teacher training — MOOC for teachers — Teacher training workshops Supporting learning design with analytics 16
  17. 17. Analytics for learning design Community of practitioners and related stakeholders Community Analytics metrics and patterns of design activity  Understanding community behaviour  Triggering orientation and inspiration (e.g. awareness, provides a context for your own activity)  Data includes: — what tools are being used, — what types of designs are created, tags, — who are the (co-)authors, edits, views, — versioning of designs, — social ratings … Michos, K., Hernández-Leo, D., (2016) Understanding Collective Behavior of Learning Design Communities. EC-TEL 2016. Garreta-Domingo, M., Sloep, P., Hernández-Leo, D., Mor, Y., (2018) Design for collective intelligence: Pop-up communities in MOOCs. Journal AI & Society 33(1), 91-100.
  18. 18. Analytics for learning design Community of practitioners and related stakeholders Community Analytics metrics and patterns of design activity  Understanding community behaviour  Triggering orientation and inspiration  Data includes: — what tools are being used, — what types of designs are created, tags, — who are the (co-)authors, edits, views, — versioning of designs, — social ratings … Duplicates ….
  19. 19. Analytics for learning design Community of practitioners and related stakeholders Community Analytics metrics and patterns of design activity  Understanding community behaviour  Triggering orientation and inspiration  Data includes: — what tools are being used, — what types of designs are created, tags, — who are the (co-)authors, edits, views, — versioning of designs, — social ratings … Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270.
  20. 20. A community analytics dashboard  Designs tab, Tools tab, Members tab 20
  21. 21.  Blending the dashboard with learning design tasks  With/Without dashboard use  Differences in community members´ participation and perceptions Community dashboard evaluation 21
  22. 22.  Dashboard use increased social interactions by means of comments and profile views  Positive user experience (UMUX questionnaire) for understanding community participation  Alignment with tasks for learning design Community dashboard evaluation 22 Variables Group N Ranks U Z p r profiles views High dashboard use 25 31.26 138.50 -3.238 .001 -0.46 Low dashboard use 24 18.27 comments High dashboard use 25 30.70 157.50 -2.877 .004 -0.41 Low dashboard use 24 19.06 created designs High dashboard use 25 30.12 172.00 -2.570 .010 -0.36 Low dashboard use 24 19.67 re-used designs High dashboard use 25 30.08 173.00 -2.547 .011 -0.36 Low dashboard use 24 19.71 edits High dashboard use 25 29.60 185.00 -2.335 .020 -0.33 Low dashboard use 24 20.21
  23. 23. Learning Design (LD) tools Design Analytics metrics of pedagogical decisions  Categorise learning designs  Support awareness and reflection about design decisions  Data includes: — learning objectives, — type of tasks tasks, — the social planes (individual, collaborative), — resources and tools associated with the task, — expected length of time for tasks, … Analytics for learning design Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
  24. 24. Learning Design (LD) tools Design Analytics metrics of pedagogical decisions  Categorise learning designs  Support awareness and reflection about design decisions  Interaction with the Community Analytics layer Analytics for learning design Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
  25. 25. Learners experiencing learning designs Learning Analytics metrics of learners’ engagement, achievement... aligned with design intent  Accumulated evidence of design’s impact  Support awareness and reflection about effects of designs, redesign  Data includes: — snapshot data capturing relevant milestones (e.g., access to resources or completion of tasks) — data about the process (e.g., participation in discussions) — performance (e.g., grades) — students’ and teachers’ opinions… Analytics for learning design Michos, K., Manathunga, K., Hernández-Leo, D. (2016). Connecting pattern-based learning designs with analytics: The case of the PyramidApp., CLAD - EC-TEL 2016
  26. 26. Learners experiencing learning designs Learning Analytics metrics of learners’ engagement, achievement... aligned with design intent  Accumulated evidence of design’s impact  Support awareness and reflection about effects of designs, redesign  Data includes: — snapshot data capturing relevant milestones (e.g., access to resources or completion of tasks) — data about the process (e.g., participation in discussions) — performance (e.g., grades) — students’ and teachers’ opinions… Analytics for learning design Michos, K., Fernández, A., Hernández-Leo, D., & Calvo, R. (2017). Ld-Feedback App: Connecting Learning Designs with Students’ and Teachers’ Perceived Experiences. EC-TEL.
  27. 27. Learners experiencing learning designs Learning Analytics metrics of learners’ engagement, achievement... aligned with design intent  Accumulated evidence of design’s impact  Support awareness and reflection about effects of designs, redesign  Interaction with Design Analytics and Community Analytics — Teacher inquiry, Community inquiry Analytics for learning design 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.
  28. 28. Teacher-led Inquiry for Learning dEsigns (TILE) tool 28
  29. 29. Teacher produced artifacts & Learning Analytics 29  Learning Analytics reports  Teacher produced artifacts  Reflections on the enactment
  30. 30. Some results  Awareness and regulation of design activity (before, during, and after enactment)  Connection between initial design and data-informed reflections  Documentation for later review  Sharing learning design problems with solutions, with contextual information  Teacher roles as designers is guided by practicality and time constraints  In-depth discussions about teaching and learning strategies with the use of student generated data and TILE 30
  31. 31. Conclusions 31  Data driven learning design support in teacher communities  Support to teachers  Three analytics layers: Community, Design and Learning analytics  And interplays!  Awareness, inspiration, reuse, teacher (and community) inquiry, learning redesign  Future work: — New communities (e.g., Maker activities) — Motivations, incentives — Socio-emotional aspects and learning design (Spotlighters project) — Actionable dashboard for PyramidApp  Concerned about ethical aspects, e.g. — Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology. 10.1111/bjet.12781
  32. 32. Thank you! twitter: @daviniahl @TIDE_UPF website : http://www.upf.edu/web/tide METIS, RESET, CoT, MdM, SmartLET, Illuminated, Spotlighers

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