Simply Complicated: The Use of Student Interaction Data in Online Learning Environments to Inform Teacher Inquiry and Learning Design A report on the literature.

Slides:



Advertisements
Similar presentations
“Digital technologies are for education as iron and steel girders, reinforced concrete, plate glass, elevators, central heating and air conditioning.
Advertisements

E-tutoring : promoting active learning online within the field of languages, linguistics & area studies Shirley Bennett University of Hull.
Facilitating Online Discussions Jason D. Baker. Topics Discussion Value Discussion Tools Discussion Tips.
Increasing Doctoral Student Persistence: Strategies for Fostering Community Amanda J. Rockinson-Szapkiw, LPC, Ed.D. Lucinda S. Spaulding, Ph.D. School.
1 Learning Hubs: An Innovative Approach to Student Interaction Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University.
Copyright 2001 by Allyn and Bacon Social Cognitive and Constructivist Views of Learning: Chapter 9.
Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.
A Framework for Analysing Critical Thinking in Computer Conferencing EURO-CSCL, Maastricht March 22, 2001 Walter Archer.
Agenda Overview Problems of Practice – (same triads) – Break School Visits – Personal reflection – Partner share Research overview On PLCs and the connection.
Introduction to Blended Learning Richard Walker E-Learning Development Team University of York Definitions & Design Principles.
Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.
LEADING ONLINE: An autoethnography focused on leading an instructional focus on student learning in an online school DOCTOR OF EDUCATION WASHINGTON STATE.
COMMUNICATION STRATEGIES IN ONLINE ENVIRONMENTS. WELCOME o Facilitator name Position at university Contact info.
Asynchronous Discussions and Assessment in Online Learning Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous Discussions and Assessment in.
Louisiana Math & Science Teacher Institute (LaMSTI) Overview of External Evaluation and Development of Self-Report Measures of Instructional Leadership.
Models of Online Learning – Identifying Components Week 3 Introduction to Web-Based Mentoring and Distance Education.
Blended Learning in a Digital Age December 2014
Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department Alverno C O L L E G E.
Guidelines for Designing Inquiry-Based Learning Environments on the Web: Professional Development of Educators Byung-Ro Lim IST, Indiana Univ. July 20,
The Evolution of ICT-Based Learning Environments: Which Perspectives for School of the Future? Reporter: Lee Chun-Yi Advisor: Chen Ming-Puu Bottino, R.
Inquiry Based Learning What is it and how is it achieved? Israel_Johnson_Schlosser Module 2 Assignment 6 Board of Ed Proposal.
NCATE STANDARD I STATUS REPORT  Hyacinth E. Findlay  March 1, 2007.
Conceptual Framework Presentation, 2006, Slide 1 The Conceptual Framework for Programs that Prepare Professionals Who Work in Schools What - Why - and.
Accentuating Time in Student- Professor Interactions: Time, Value and Course Quality Dr. Ann V. Doty.
Early Childhood Teacher Educators Building Capacities in Future Teacher Leaders --Pamela Owen, Ed.D., Mount Vernon Nazarene University --Krishana White,
ET4 Online Symposium, 2013 Using Text Analytics to Enhance Data-Driven Decision Making Liz Wallace Director, Institutional Research Melissa Layne, Ed.D.
Constructing a Syllabus and Writing Good Learning Outcomes.
© 2012 Boise State University1 Using VoiceThread (VT) to Provide Interactive Learning and Build Community Jesús H. Trespalacios Educational Technology.
Taeho Yu, Ph.D. Ana R. Abad-Jorge, Ed.D., M.S., RDN Kevin Lucey, M.M. Examining the Relationships Between Level of Students’ Perceived Presence and Academic.
By Kadir Kozan 1. Research Problem Rationale/Significance/Why? Conceptual Frameworks Data Collection & Analysis Validity Limitations 2.
SOCIAL CONSTRUCTIVISM THEORY. SOCIAL CONSTRUCTIVISM THEORY Believes that knowledge begins with the selection of ideas from every day experiences. Emphasizes.
Blended settings provide effective PBL opportunities Dr. Christine Sabieh, Professor Notre Dame University TESOL 2016 – CALL-IS, Baltimore Panel on Project-Based.
Assessing Student Learning Using the Blackboard Discussion Board Assessment Workshop York College CUNY April 7, 2010 Wenying Huang-Stolte, Ph.D. William.
Learning type: Acquisition
My research questions What are academics’ perceptions of the influences on their curriculum decisions? What are the drivers that support and inhibit.
The Academic Technology Center
Instructional Design Groundwork:
Articulating Your Practice C3 - Session #3
Harvesting the Benefits of QM Culture for Institutional Accreditation
Online Teaching/Learning
Exploratory Factor Analysis Participants, Procedures, & Measures
I love portfolio! Nelly Zafeiriadou MA, EdD ELT School Advisor
Joyce Bahhouth Bladen Community College
Social Presence within Two Massive Open Online Courses (MOOCs)
Presented by Marie Lippens
How did WE work? Assessing Collaborative Projects in the Online or Hybrid Classroom
Evaluating and Interpreting Oral History
Grade 12 Expository Reading and Writing(ERWC) Essential Outcomes
ECI 646 Foundations of Distance Education
Moving blended learning beyond learning management systems
Presented by Marie Lippens
Technology to Promote Presence Interactive Strategies
Articulating Your Practice C3 - Session #3
Exploring and Using the new foundations of Education (3rd edition) Connection Chapters to promote Literacy Instruction Dr. Dawn Anderson from Western Michigan.
Effective Design Practices
Teaching and Educational Psychology
EDU 695Competitive Success/snaptutorial.com
EDU 695 Education for Service-- snaptutorial.com
EDU 695 Teaching Effectively-- snaptutorial.com
NJCU College of Education
Opportunities and Challenges in Using Learning Analytics in Learning Design Nynke Bos, PhD| CEL Innovation Room #10 13th October 2017.
Office of Online Education: Tips for Effective Online Teaching
CMC Meina Zhu, Susan C. Herring, and Curtis J. Bonk
Critically Evaluating an Assessment Task
Teaching and Learning Online
Trends and Terminology in Online Learning
OUTCOME BASED HIGHER EDUCATION
CONSTRUCTIVISM Submitted To: Ma’am Misbah Yasmeen BPGCW (Air University)
Blended synchronous learning (BSL)
Presentation transcript:

Simply Complicated: The Use of Student Interaction Data in Online Learning Environments to Inform Teacher Inquiry and Learning Design A report on the literature Presented by Marie Lippens Candidate, Master of Education in Distance Education Athabasca University

Outline Context in Online Learning Learning Analytics Teacher Inquiry Learning Design Current Research Moving On

Why Are Online Educational Systems Difficult to Characterize? They are uniquely placed in a dynamic social system Institutions Learners Teachers Online Learning Technology Culture Economy Employers Politics

Big Data Learning Analytics (LA) and Educational Data Mining (EDM) are two related fields concerned with understanding behaviours in online teaching and learning. Still unclear: how are we to collect, manage, interpret and use this data (this depends on who you ask…) Overarching goal: data-driven continual improvement measures to keep up with a changing landscape.

Data-Informed Decision Support Teacher Inquiry: teachers share their experiences with peers and engage in reflective activities to strengthen their practice. Learning Design (LD): represents new ways to share tried-and-true methods of design principles in teaching and learning with technology.

Student Activities and Success In the context of graduate level online learning, a collaborative-constructivist model applies, which is the basis of the Community of Inquiry (CoI) Model (Garrison, Anderson and Archer, 1999). Validation support of the CoI model notes the dual nature of the element of teaching presence, with course design and instructor behaviour emerging as separate and related factors Image: https://coi.athabascau.ca/coi-model/

In a Particular Context… Interaction data collected within online courses can be used to assess alignment of course design parameters, course delivery elements and learning outcomes. Example: Park, Yu and Jo (2016) categorized hybrid courses based on planned activities. A modified categorization applies to fully online courses: C: Communication or collaboration D: Delivery or discussion S: Sharing or Submission Student activity, quality metrics and/or prediction models should be very different for each category

Examples of LA applications… Prediction Macfadyen and Dawson (2010) produced a highly accurate predictive model of student success using LMS data analysis to mine predictive variables. Zhou and Winne (2012) looked at LMS trace data representative of mental events (tagging text, clicking on hyperlinks), and found that the data was more predictive of goal orientation and student success when compared to students’ self-reported goals. Kim, Park, Yoon and Jo (2016) looked at the use of proxy variables mined from student discussion forum data, and a prediction model of success was developed and validated. The model showed impressive accuracy of 70% in week 1 of the course. This figure rose to greater than 90% by the middle of the course. This level of accuracy was achieved even though the discussion forum analyzed only accounted for 15% of the course final grade. Rockinson-Szapkiw, Wendt, Whighting and Nisbet (2016) provide strong support for the foundational constructs of Community of Inquiry (CoI) theory and the role of perceived learning while using learning analytics to predict course points.

Examples of LA applications… Teacher use of LD as context for LA Kim and Lee (2012) created a tool that looks at student interactions with a multidimensional approach in order to allow for a flexible analytical framework that teachers and researchers can customize to their context. Lockyer, Heathcote & Dawson (2013) support using LD to document pedagogical intent, providing context for data interpretation. Persico and Pozzi (2015) consider the use of LA to transform LD from a craft into a data-grounded research area, supporting enquiry while teachers design, run and evaluate the learning process. Rodríguez-Triana, Martínez-Monés, Asensio-Pérez and Dimitriadis (2015) performed a design-based LA project that asked teachers to identify their design approach and analytics needs with great success at informing future course improvements. “Craft”: based on experience, intuition and tacit knowledge

Building on Current Studies Gašević, Dawson, Rogers and Gasevic (2016) study the extent to which instructional conditions influence predictions of academic success and caution that generalized models miss this important parameter. Next moves… Give teachers the resources to: inform their practice share their experience Remove barriers by providing: Technology support Academic freedom Time and incentive to foster a community of practice

…Not this http://change-challenge.blogspot.ca/

A Few References.. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in text-based environments: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. Gašević, D., Dawson, S., Rogers, T. & Gasevic, D. (2016). Learning analytics should not promote one size fits all: the effects of instructional conditions in predicting academic success. The Internet and Higher Education 28, 68– 84. Kim, D., Park, Y., Yoon, M. & Jo, I. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. The Internet and Higher Education, 30, 30-43. Park, Y., Yu, J. H. & Jo, I. (2016). Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute. The Internet and Higher Education, 29, 1-11. Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230-248. doi:10.1111/bjet.12207 Rockinson-Szapkiw, A., Wendt, J., Whighting, M. & Nisbet, D. (2016). The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses. The International Review of Research in Open and Distributed Learning, 17(3). Rodríguez-Triana, M. J., Martínez-Monés, A., Asensio-Pérez, J. I. & Dimitriadis, Y. (2015). Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations. British Journal of Educational Technology, 46(2), 330-343. doi:10.1111/bjet.12198