Learning design and data analytics: from teacher communities to CSCL scripts
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The document discusses learning design and data analytics in the context of supporting teachers and improving collaborative learning environments. It emphasizes the use of macro-scripting to structure collaborative efforts, the development of integrated learning design tools, and the importance of analytics in understanding and enhancing educational practices. The work highlighted includes a variety of educational contexts and methodologies aimed at fostering better teacher and learner engagement through data-driven insights.
Learning design and data analytics: from teacher communities to CSCL scripts
- 1. Learning design and data analytics: from teacher communities to CSCL scripts Visit to University of Oulu, GenZ seminar / LET seminar 4th December 2018 Davinia Hernández-Leo TIDE, Universitat Pompeu Fabra, Barcelona twitter: @TIDE_UPF website : http://www.upf.edu/web/tide
- 2. Public, Young, Urban 1st Spanish university in scientific productivity, 1st Spanish university in THE 12th in the World (under 50 years) ~10000 undergraduate, ~4000 graduate students, ~ 600 FT academics, ~ 340 permanent professors https://www.youtube.com/watch?v=8dgvWkICCr8 https://www.youtube.com/watch?v=FjAuggflTVE ICT department, Engineering degrees, Interdisciplinary Master Programs, 45 permanent positions, 9 ERCs, 5 spin-off companies, 888 undergraduate students, 180 Master and PhD students, 1rst Spanish university in the THE – Engineering & Technology UPF, ICT Department 2
- 4. Learning design and data analytics: from teacher communities to CSCL scripts 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 4
- 5. Learning design and data analytics: from teacher communities to CSCL scripts Learning Design ACAD framew ork: Design -> Runtime (Carvahlo & Goodyear, 2015) ACAD framework 5
- 6. Learning design and data analytics: from teacher communities to CSCL scripts The case of macro-scripting Free collaboration does not necessarily lead to fruitful learning. Macro-scripts 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 6
- 7. Collaborative learning flow patterns 7 Learning design and data analytics: from teacher communities to CSCL scripts Learning Design in Collaborative Learning (Hernández-Leo et al., 2007)
- 8. 8 Learning design and data analytics: from teacher communities to CSCL scripts Learning Design in Collaborative Learning (Hernández-Leo et al., 2006; Villasclaras & Hernández-Leo et al., 2013)
- 9. Flexibility challenges, especially in large classrooms — Flow creation and control mechanisms for elasticity and dynamism — PyramidApp 9 Learning design and data analytics: from teacher communities to CSCL scripts Learning Design in Collaborative Learning 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.
- 10. 10 Learning design and data analytics: from teacher communities to CSCL scripts Learning design tools Tools for conceptualization, authoring, implementation Generic vs. specific tools wrt. pedagogical approach Challenges in adoption
- 11. 11 Learning design and data analytics: from teacher communities to CSCL scripts Learning design tools Co-design with teachers Emphasis in design for blended learning (PBL, flipped classroom, …)
- 12. 12 Learning design and data analytics: from teacher communities to CSCL scripts Learning design tools Co-design with teachers Emphasis in design for blended learning (PBL, flipped classroom, …) Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
- 13. 13 Learning design and data analytics: from teacher communities to CSCL scripts Learning design tools Tools for conceptualization, authoring, implementation Generic vs. specific tools wrt. pedagogical approach Challenges in adoption — Set of “disperse” methodologies, representations, tools… — Potential for sharing not exploited
- 14. 14 Learning design and data analytics: from teacher communities to CSCL scripts Integrated Learning Design Environment Integrated solution to support the full lifecycle of (co-)designing, sharing, and deploying ICT-based learning activities Hernández-Leo, D., Asensio-Pérez et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9
- 15. 15 Learning design and data analytics: from teacher communities to CSCL scripts Integrated Learning Design Environment
- 16. Integrated Learning Design Environment Used in several different educational contexts — Well accepted in all its functions — Fits the needs of different types of communities — No difference in acceptance — Flexible design processes Data used to evaluate and understand processes… 16 Learning design and data analytics: from teacher communities to CSCL scripts
- 17. ANALYTICS LAYERS FOR LEARNING DESIGN FRAMEWORK Understanding and supporting learning design with analytics 17 Learning design and data analytics: from teacher communities to CSCL scripts 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., Martinez-Maldonado, R., Pardo, A., Muñoz-Cristóbal, J. A., & Rodríguez-Triana, M. J. et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
- 18. Understanding and supporting learning design with analytics 18 Learning design and data analytics: from teacher communities to CSCL scripts
- 19. Understanding and supporting learning design with analytics Available data ILDE2, extension with data analytics features — https://www.upf.edu/web/tide/tools/ilde2 CoT project, 2 schools Master program for teacher training MOOC for teachers Teacher training workshops 19 Learning design and data analytics: from teacher communities to CSCL scripts
- 20. 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., (2016) Understanding Collective Behavior of Learning Design Communities. EC-TEL 2016. Learning design and data analytics: from teacher communities to CSCL scripts
- 21. 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. Learning design and data analytics: from teacher communities to CSCL scripts
- 22. 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 Learning design and data analytics: from teacher communities to CSCL scripts Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
- 23. 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 Learning design and data analytics: from teacher communities to CSCL scripts Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. EC-TEL 2018. Best Demo Award.
- 24. 4 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 Learning design and data analytics: from teacher communities to CSCL scripts Michos, K., Manathunga, K., Hernández-Leo, D. (2016). Connecting pattern-based learning designs with analytics: The case of the PyramidApp. In the Workshop on Connecting Learning Analytics and Learning Design, CLAD - EC-TEL 2016
- 25. 4 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 Learning design and data analytics: from teacher communities to CSCL scripts Michos, K., Fernández, A., Hernández-Leo, D., & Calvo, R. (2017). Ld-Feedback App: Connecting Learning Designs with Students’ and Teachers’ Perceived Experiences. EC-TEL.
- 26. 4 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 Learning design and data analytics: from teacher communities to CSCL scripts 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.
- 27. Conclusions Data-driven understanding and support for learning design Three analytics layers: Community, Design and Learning analytics And interplays! Teacher inquiry, learning redesign, awareness, inspiration, community inquiry Currently: — Extending experimentation — Physiological data, multimodal analytics (Milica Vujovic) — “Across-spaces” data, adaptive scripting (Ishari Amarasinghe) — Neuroscience and learning design (Marc Beardsley) — Understanding ethical implications in procedures 27 Learning design and data analytics: from teacher communities to CSCL scripts
- 28. Thank you! twitter: @TIDE_UPF website : http://www.upf.edu/web/tide METIS, RESET, CoT, MdM, SmartLET, Illuminated projects
Editor's Notes
- #2: It my pleasure to share with you my research…, which has been always articulated around the perspective of supporting teachers in the design of technology-enhanced learning activities that matter for their students and their contexts In this seminar, the presenter, Davinia Hernández-Leo, will make an overview of her learning technologies research and the research conducted by her team at the Interactive Technologies Group (GTI) of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona. The overview will be articulated around the perspective, always present in her work, of supporting teachers in the design of technology-enhanced learning activities that matter for their students and their contexts. Research contributions that will be presented include technologies for the design of collaborative learning activities with embedded assessment (Collage, WebCollage), technologies for the design and implementation of location-based learning/assessment (QuestInSitu, and QuestInSitu the Game) and blended learning activities (4SPPIces), including orchestration awareness signals in the physical classroom (Signal Orchestration System, SOS), community environments for learning design (LdShake, ILDE) and initial research focused on scalable pedagogy (MOOCs). The presentation will devote special attention to ILDE, the Integrated Learning Design Environment achieved in the recently completed METIS project. ILDE provides integrated support to teachers throughout the whole learning design lifecycle, from conceptualization to implementation. Distinct features of ILDE include tools supporting community interactions, management of designs and design projects, integrated learning design editors following different authoring and pedagogical approaches, and interface for deployment on mainstream virtual learning environments. ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools. Although teachers in both models share many of the same challenges and the work can be equally challenging, the benefits of being a part of a teacher-led school (also sometimes called teacher-powered schools) can be like a perfect long run on a beautiful spring day: The highs are higher, and the lows are few and far between. That metaphor of freedom—of teachers having the autonomy to make decisions that matter for kids—speaks powerfully to the benefits of teachers owning their work. It’s ironic that we know students will succeed if given the opportunity and the right conditions and yet we don’t believe the same for their teachers.
- #3: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g. a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
- #4: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g. a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
- #5: The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g. a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts.
- #6: What is designed
- #7: Activity sequence, roles, group formation, resource allocation, etc..
- #9: Run with computers
- #15: Mesh available learning design authoring tools, and to enable the sharing and enactment of learning designs (Ld), within an Integrated Learning Design Environment (ILDE)
- #16: Mesh available learning design authoring tools, and to enable the sharing and enactment of learning designs (Ld), within an Integrated Learning Design Environment (ILDE)
- #17: (Hernández-Leo, et al. 2018; Michos & Hernández-Leo, 2016)
- #18: Awareness, reflection and impact on how, what and with which effects practitioners design for learning
- #19: Awareness, reflection and impact on how, what and with which effects practitioners design for learning
- #20: (Hernández-Leo, et al. 2018; Michos & Hernández-Leo, 2016)
- #21: Questions: Which designs are more popular in the community? Which teachers are working on designs for particular pedagogies so they can be candidates for collaboration? What has been the evolution of a (reused) design and how may I be inspired by this? What tools I should think of exploring because they are better received by the other teachers in my community?
- #22: Questions: Which designs are more popular in the community? Which teachers are working on designs for particular pedagogies so they can be candidates for collaboration? What has been the evolution of a (reused) design and how may I be inspired by this? What tools I should think of exploring because they are better received by the other teachers in my community?
- #23: Questions: Is the accumulated percentage of individual vs. group tasks proposed balanced as desired? Will the students be proposed to use a sufficient variety of resources and tools? Is the time estimated so far for the learning tasks reasonable? Can feed also community analytics layer
- #24: Questions: Is the accumulated percentage of individual vs. group tasks proposed balanced as desired? Will the students be proposed to use a sufficient variety of resources and tools? Is the time estimated so far for the learning tasks reasonable? Can feed also community analytics layer
- #25: Questions: Is the average time length used to complete a task close to the expectations? Is the design leading to unsatisfactory engagement or performance? Is the design engaging sufficiently students with a particular profile? Can feed also community and design layers
- #26: Questions: Is the average time length used to complete a task close to the expectations? Is the design leading to unsatisfactory engagement or performance? Is the design engaging sufficiently students with a particular profile? Can feed also community and design layers
- #27: The mediating role of teacher inquiry between LD and LA (Alhadad & Thompson, 2017; Persico & Pozzi, 2015)