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Creating Effective Learning Analytics Dashboards: 
Lessons Learnt

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Slides of the presentation at the European Conference on Technology Enhanced Learning 2016 in Lyon, France.
http://link.springer.com/chapter/10.1007/978-3-319-45153-4_4

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Creating Effective Learning Analytics Dashboards: 
Lessons Learnt

  1. 1. Creating Effective Learning Analytics Dashboards
 Lessons Learnt Sven Charleer @svencharleer Human-Computer Interaction group Computer Science department EC-TEL 2016, Lyon Joris Klerkx Erik Duval † Tinne De Laet Katrien Verbert
  2. 2. Verbert, K., Govaerts, S., Duval, E., Santos, J. L., Van Assche, F., Parra, G., & Klerkx, J. (2014). Learning dashboards: an overview and future research opportunities. Personal and Ubiquitous Computing, 18(6), 1499-1514. EFFORTS 2 MOTIVATE? Santos, J. L., Govaerts, S., Verbert, K., & Duval, E. (2012, April). Goal-oriented visualizations of activity tracking: a case study with engineering students. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 143-152). ACM. AWARENESS OUTCOMES?
  3. 3. AUTOMATE AUGMENT Engelbart, D. C. (2001). Augmenting human intellect: a conceptual framework (1962). PACKER, Randall and JORDAN, Ken. Multimedia. From Wagner to Virtual Reality. New York: WW Norton & Company, 64-90. VS 3 Arnold, Kimberly E., and Matthew D. Pistilli. Course Signals at Purdue: Using learning analytics to increase student success. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012.
  4. 4. LEARNER PATHS PATH OF EFFORT OUTCOMES INFLUENCES 4 https://www.flickr.com/photos/lockechrisj/
  5. 5. RQ2: How can we promote students, inside and outside the classroom, to actively explore this effort to outcomes path? RQ1: How should we visualise relevant data to facilitate students exploring the path from effort to outcomes? 5
  6. 6. Dashboards 6
  7. 7. TwitterBlogs 7
  8. 8. Inquiry-Based Learning 8
  9. 9. Evaluation setup 9
  10. 10. RQ2: How can we promote students, inside and outside the classroom, to actively explore this effort to outcomes path? RQ1: How should we visualise relevant data to facilitate students exploring the path from effort to outcomes? 10
  11. 11. Abstract the LA data RQ1: visualise to facilitate exploring11 1
  12. 12. Abstract the LA data RQ1: visualise to facilitate exploring12 Arnold, Kimberly E., and Matthew D. Pistilli. Course Signals at Purdue: Using learning analytics to increase student success. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012. PREDICTION EARLY WARNING ANALYSIS INSIGHTS Pham, M. C., Derntl, M., Cao, Y., & Klamma, R. (2012, September). Learning analytics for learning blogospheres. In International Conference on Web-Based Learning (pp. 258-267). Springer Berlin Heidelberg.
  13. 13. RQ1: visualise to facilitate exploring Abstract the LA data Santos, J. L., Verbert, K., Govaerts, S., & Duval, E. (2013, April). Addressing learner issues with StepUp!: an evaluation. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 14-22). ACM13 AGGREGATION
  14. 14. RQ1: visualise to facilitate exploring Abstract the LA data 14 ATTRACTIVE https://www.flickr.com/photos/janitors/
  15. 15. Abstract the LA data RQ1: visualise to facilitate exploring15 ABSTRACTION MOTIVATES
  16. 16. Abstract the LA data RQ1: visualise to facilitate exploring16 FIRST INCENTIVE
  17. 17. RQ1: visualise to facilitate exploring Provide access to the learner artefacts 17 2
  18. 18. RQ1: visualise to facilitate exploring Provide access to the learner artefacts 18 LINK EFFORT TO OUTCOME ABSTRACTION = LOSS MEMORY RECALL
  19. 19. RQ1: visualise to facilitate exploring19 Provide access to the learner artefacts OVERVIEW+ZOOM
  20. 20. RQ1: visualise to facilitate exploring20 Provide access to the learner artefacts ACCESS TO ARTEFACTS
  21. 21. RQ1: visualise to facilitate exploring21 Provide access to the learner artefacts EVALUATION RELEVANT EXAMPLES LEARN FROM PEERS
  22. 22. RQ1: visualise to facilitate exploring Augment the abstracted data 22 3
  23. 23. RQ1: visualise to facilitate exploring Augment the abstracted data 23 OVERLOAD MEANING LOW EFFORT
  24. 24. RQ1: visualise to facilitate exploring24 Augment the abstracted data
  25. 25. RQ1: visualise to facilitate exploring25 Augment the abstracted data QUALITY INTERPRETATION
  26. 26. RQ1: visualise to facilitate exploring26 Augment the abstracted data PEER FEEDBACK QUALITY/QUANTITY
  27. 27. RQ1: visualise to facilitate exploring Provide access to teacher and peer feedback 27 4
  28. 28. RQ1: visualise to facilitate exploring Provide access to teacher and peer feedback 28 LA-SUPPORTED FEEDBACK TEACHER INTERVENTION Martinez-Maldonado, R., Clayphan, A., Yacef, K., & Kay, J. (2015). MTFeedback: providing notifications to enhanc teacher awareness of small group work in the classroom. IEEE Transactions on Learning Technologies, 8(2), 187-200. Arnold, Kimberly E., and Matthew D. Pistilli. Course Signals at Purdue: Using learning analytics to increase student success. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012. Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. TIMELY FEEDBACK
  29. 29. RQ1: visualise to facilitate exploring29 RELEVANT EXAMPLES REDUNDANCY/CONSISTENCY TIMELY FEEDBACK Provide access to teacher and peer feedback
  30. 30. RQ1: visualise to facilitate exploring Visualise the learner path 30 5
  31. 31. some bg RQ1: visualise to facilitate exploring Visualise the learner path 31 details Activity Activity Artifact ActivityArtifact Activity ActivityArtifact Abstraction/Aggregation/Notification/… learner activity path overview
  32. 32. 32 https://www.flickr.com/photos/lockechrisj/ Visualise the learner path
  33. 33. RQ1: visualise to facilitate exploring33 Visualise the learner path
  34. 34. RQ1: visualise to facilitate exploring34 Visualise the learner path Geoff’s hypothesis Geoff’s data collection Geoff’s conclusion Angela’s data collection Angela activities Geoff’s activities
  35. 35. RQ1: visualise to facilitate exploring35 Visualise the learner path Geoff’s hypothesis Geoff’s data collection Geoff’s conclusion Angela’s data collection Angela activities Geoff’s activities
  36. 36. RQ1: visualise to facilitate exploring36 Visualise the learner path Geoff’s hypothesis Geoff’s data collection Geoff’s conclusion Angela’s data collection Angela activities Geoff’s activities
  37. 37. RQ1: visualise to facilitate exploring37 Visualise the learner path Geoff’s hypothesis Geoff’s data collection Geoff’s conclusion Angela’s data collection Angela activities Geoff’s activities
  38. 38. RQ1: visualise to facilitate exploring38 Visualise the learner path Geoff’s hypothesis Geoff’s data collection Geoff’s conclusion Angela’s data collection Angela activities Geoff’s activities
  39. 39. RQ2: How can we promote students, inside and outside the classroom, to actively explore this effort to outcomes path? RQ1: How should we visualise relevant data to facilitate students exploring the path from effort to outcomes? 39
  40. 40. RQ2: promote exploration Integrate the dashboard into the workflow 40 6
  41. 41. RQ2: promote exploration Integrate the dashboard into the workflow 41 GLANCE AWARENESS REFLECTION?
  42. 42. RQ2: promote exploration Integrate the dashboard into the workflow 42 Kapros, E., & Peirce, N. (2014, June). Empowering L&D Managers through Customisation of Inline Learning Analytics. In International Conference on Learning and Collaboration Technologies (pp. 282-291). Springer International Publishing. INTEGRATE INTO EXISTING SYSTEMS Arnold, Kimberly E., and Matthew D. Pistilli. Course Signals at Purdue: Using learning analytics to increase student success. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM, 2012.
  43. 43. some bg RQ2: promote exploration43 RSS READER INTEGRATE Integrate the dashboard into the workflow
  44. 44. some bg RQ2: promote exploration44 Integrate the dashboard into the workflow
  45. 45. RQ2: promote exploration CLASSROOM PRESENCE 45 Integrate the dashboard into the workflow Charleer, S., Klerkx, J., Duval, E., De Laet, T., & Verbert, K. (2016). Towards Balanced Discussions in the Classroom Using Ambient Information Visualisations. International Journal of Technology Enhanced Learning. (Accepted)
  46. 46. RQ2: promote exploration Facilitate collaborative exploration of LA data 46 7
  47. 47. RQ2: promote exploration47 SINGLE USER CLASSROOM USAGE TEACHER DRIVEN NO REQUIREMENTS Facilitate collaborative exploration of LA data
  48. 48. some bg RQ2: promote exploration48 WEEKLY GROUP SESSIONS END OF YEAR AWARDS Facilitate collaborative exploration of LA data
  49. 49. RQ2: promote exploration49 !SINGLE USER STUDENT DRIVEN TEACHER DRIVEN MORE REFLECTION Facilitate collaborative exploration of LA data
  50. 50. RQ2: promote exploration Facilitate collaborative exploration of LA data 50 TEACHER INITIATES STUDENTS SHOW PROOF INSPIRE PEER COLLABORATION
  51. 51. RQ2: How can we promote students, inside and outside the classroom, to actively explore this effort to outcomes path? RQ1: How should we visualise relevant data to facilitate students exploring the path from effort to outcomes? 51 Abstract the LA data Provide access to the learner artefacts Augment the abstracted data Provide access to teacher and peer feedback Visualise the learner path Integrate the dashboard into the workflow Facilitate collaborative exploration of LA data
  52. 52. Creating Effective Learning Analytics Dashboards
 Lessons Learnt Sven Charleer @svencharleer svencharleer.com Joris Klerkx Erik Duval † Tinne De Laet Katrien Verbert EC-TEL 2016, Lyon http://www.slideshare.net/svencharleer

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