Proceedings of the Sixth International Conference on Learning Analytics & Knowledge最新文献_第9页

Putting temporal analytics into practice: the 5th international workshop on temporality in learning data 将时间分析付诸实践:第五届学习数据中的时间性国际研讨会

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883865

Bodong Chen, A. Wise, Simon Knight, B. Cheng

引用次数: 15

A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness program 合作探究任务中学习分析的教学框架:来自团队合作能力意识项目的一个例子

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883914

Elizabeth Koh, A. Shibani, J. Tan, Helen Hong

{"title":"A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness program","authors":"Elizabeth Koh, A. Shibani, J. Tan, Helen Hong","doi":"10.1145/2883851.2883914","DOIUrl":"https://doi.org/10.1145/2883851.2883914","url":null,"abstract":"Many pedagogical models in the field of learning analytics are implicit and do not overtly direct learner behavior. While this allows flexibility of use, this could also result in misaligned practice, and there are calls for more explicit pedagogical models in learning analytics. This paper presents an explicit pedagogical model, the Team and Self Diagnostic Learning (TSDL) framework, in the context of collaborative inquiry tasks. Key informing theories include experiential learning, collaborative learning, and the learning analytics process model. The framework was trialed through a teamwork competency awareness program for 14 year old students. A total of 272 students participated in the program. This paper foregrounds students' and teachers' evaluative accounts of the program. Findings reveal positive perceptions of the stages of the TSDL framework, despite identified challenges, which points to its potential usefulness for teaching and learning. The TSDL framework aims to provide theoretical clarity of the learning process, and foster alignment between learning analytics and the learning design. The current work provides trial outcomes of a teamwork competency awareness program that used dispositional analytics, and further efforts are underway to develop the discourse layer of the analytic engine. Future work will also be dedicated to application and refinement of the framework for other contexts and participants, both learners and teachers alike.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"55 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130738901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Bringing order to chaos in MOOC discussion forums with content-related thread identification 通过与内容相关的线程识别，将MOOC讨论论坛中的混乱带入秩序

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883916

A. Wise, Yi Cui, Jovita M. Vytasek

引用次数: 58

The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters 151种学习设计对学生满意度和表现的影响:社会学习(分析)问题

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883875

B. Rienties, Lisette Toetenel

引用次数: 31

Privacy and analytics: it's a DELICATE issue a checklist for trusted learning analytics 隐私和分析:这是一个微妙的问题，值得信赖的学习分析的清单

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883893

H. Drachsler, W. Greller

引用次数: 219

LAL workshop: learning analytics for learners LAL工作坊:学习者的学习分析

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883852

S. Bull, B. Ginon, J. Kay, M. Kickmeier-Rust, Matthew D. Johnson

引用次数: 1

Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clustering 基于关联规则挖掘和聚类的小学生电子题库个性化研究

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883959

Xiao Hu, Yinfei Zhang, S. Chu, Xiaobo Ke

引用次数: 3

Exploring the relation between self-regulation, online activities, and academic performance: a case study 自我调节、网络活动与学习成绩之关系探讨:个案研究

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883883

A. Pardo, Feifei Han, R. Ellis

{"title":"Exploring the relation between self-regulation, online activities, and academic performance: a case study","authors":"A. Pardo, Feifei Han, R. Ellis","doi":"10.1145/2883851.2883883","DOIUrl":"https://doi.org/10.1145/2883851.2883883","url":null,"abstract":"The areas of educational data mining and learning analytics focus on the extraction of knowledge and actionable items from data sets containing detailed information about students. However, the potential impact from these techniques is increased when properly contextualized within a learning environment. More studies are needed to explore the connection between student interactions, approaches to learning, and academic performance. Self-regulated learning (SRL) is defined as the extent to which a student is able to motivationally, metacognitively, and cognitively engage in a learning experience. SRL has been the focus of research in traditional classroom learning and is also argued to play a vital role in the online or blended learning contexts. In this paper, we study how SRL affects students' online interactions with various learning activities and its influence in academic performance. The results derived from a naturalistic experiment among a cohort of first year engineering students showed that positive self-regulated strategies (PSRS) and negative self-regulated strategies (NSRS) affected both the interaction with online activities and academic performance. NSRS directly predicted academic outcomes, whereas PSRS only contributed indirectly to academic performance via the interactions with online activities. These results point to concrete avenues to promote self-regulation among students in this type of learning contexts.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128252992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 40

Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics 通过协作式批判性阅读和学习分析环境培养21世纪的读写能力:用户感知的利益和问题

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883965

J. Tan, Simon Yang, Elizabeth Koh, C. Jonathan

{"title":"Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics","authors":"J. Tan, Simon Yang, Elizabeth Koh, C. Jonathan","doi":"10.1145/2883851.2883965","DOIUrl":"https://doi.org/10.1145/2883851.2883965","url":null,"abstract":"The affordances of learning analytics (LA) are being increasingly harnessed to enhance 21st century (21C) pedagogy and learning. Relatively rare, however, are use cases and empirically based understandings of students' actual experiences with LA tools and environments at fostering 21C literacies, especially in secondary schooling and Asian education contexts. This paper addresses this knowledge gap by 1) presenting a first iteration design of a computer-supported collaborative critical reading and LA environment and its 16-week implementation in a Singapore high school; and 2) foregrounding students' quantitative and qualitative accounts of the benefits and problematics associated with this learning innovation. We focus the analytic lens on the LA dashboard components that provided visualizations of students' reading achievement, 21C learning dispositions, critical literacy competencies and social learning network positioning within the class. The paper aims to provide insights into the potentialities, paradoxes and pathways forward for designing LA that take into consideration the voices of learners as critical stakeholders.","PeriodicalId":343844,"journal":{"name":"Proceedings of the Sixth International Conference on Learning Analytics & Knowledge","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133592779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Learning through goal setting 通过设定目标来学习

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Pub Date : 2016-04-25 DOI: 10.1145/2883851.2883859

Stefan T. Mol, Vladimer Kobayashi, G. Kismihók, Catherine Zhao

引用次数: 3