Learner Dashboards to Inform Instructional Approaches
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The document discusses learner dashboards which capture and visualize learning activities to enhance educational practices and student engagement. It emphasizes the importance of institutional buy-in, faculty engagement, and effective use of analytics tools alongside discussing the application of simulations and edugames for performance data. Key obstacles to adoption include cost and institutional culture, while recommendations for successful implementation are provided.
![Definition "[Learner] Dashboards typically capture
and visualize traces of learning activities,
in order to promote awareness, reflection,
and sense-making, and to enable learners
to define goals and track progress toward
these goals." (Verbert, et al 2013).](https://image.slidesharecdn.com/learnerdashboardstoinforminstructionalapproaches-160729173850/85/Learner-Dashboards-to-Inform-Instructional-Approaches-6-320.jpg)
![What Learner Performance Information Can from
Be Obtained from a Simulation or Edugame?
• Provide instant feedback on the user’s performance during the training (as
opposed to failing a test after the fact)
• Determine weak areas in the user’s skill set, directly impacting his/her job
performance. From a higher education point of view, it means we can tell how
well a student can perform the task, pinpointing to knowledge deficits and/or
necessary corrective actions.
• Identify “Expert Blind Spots” where a majority of the students perform poorly
due to an unclear delivery of the training content. In other words, as developers
of training products we can identify problems with the course itself.
[Source: Bora Aytun, MAVI Interactive]](https://image.slidesharecdn.com/learnerdashboardstoinforminstructionalapproaches-160729173850/85/Learner-Dashboards-to-Inform-Instructional-Approaches-23-320.jpg)
Learner Dashboards to Inform Instructional Approaches
- 1. Learner Dashboards to Inform Instructional Approaches Peter Shea Director, Office of Professional Development Middlesex Community College (Massachusetts) Bedford, MA
- 2. Objectives • Describe what learner dashboards are & how they may impact educational practice • Identify ways in which colleges and universities can successfully engage faculty and staff to consider the value of analytics related to their roles • Discuss how to achieve institutional “buy-in” • Explore the ways simulations and edugames can be used to gather critical student performance data to inform instructional approaches and to accurately measure learning outcomes
- 5. Sampling of Questions Posted 1. “What are they?” 2. “What tools are out there that would easily integrate with an LMS such as Canvas? What research has been done on the effectiveness of such tools?” 3. “What questions does a learner dashboard address? What does it not answer so well?” 4. “I'm most interested in how to get started. How do you pull the data together, where, and from what systems? What tools do you use to create the dashboard? Etc.” 5. “How they could be used in an art context (we're a school of art and design)?”
- 6. Definition "[Learner] Dashboards typically capture and visualize traces of learning activities, in order to promote awareness, reflection, and sense-making, and to enable learners to define goals and track progress toward these goals." (Verbert, et al 2013).
- 7. Let’s Start with the Basics…….
- 8. Sample Course Shell (Blackboard LMS)
- 9. Basic Dashboards (Blackboard LMS)
- 10. Basic Dashboards (Blackboard LMS)
- 11. Basic Dashboards (Canvas LMS)
- 12. Advanced Dashboards (Blackboard Analytics)
- 13. What is the Need for Learner Dashboards? “Although estimates vary, teachers likely make as many as 800-1,000 decisions a day (Good & Brophy, 2008).” Dr. Kristen DiCerbo Principal Research Scientist at Pearson
- 15. Why are Some Useful Practices Quickly Adopted and Others Slowly? Gawande, A. (2013, July 19). Sharing Slow Ideas. Retrieved January 21, 2016, from http://www.newyorker.com/magazine/2013/07/29/slow-ideas
- 16. Discussion Activity (15 minutes) Please respond to at least two of the following questions: - Can you estimate how many of your faculty use LMS technology on a regular basis? - Do any of your faculty or staff make use of Student Performance Data Tools? - What issues do you perceive your institution would encounter if it tried to promote the use of learning dashboards among faculty?
- 17. Potential Obstacles •The “Two C’s” •Cost •Culture
- 18. What are Some Means of Obtaining Institutional Buy-In? • Emphasize that there are already tools available in the existing LMS that can promote analytics thinking among faculty • Indicate that available data in dashboards can assist in the decision-making process for instructor • Identify dashboard tools for student use that promotes a sense of agency among students (ex: helps them plan their curriculum, allows them to identify their overall academic strengths/areas in need of improvement) • Promote discussion between advising and faculty on the subject of how these new tools impact their work • Align this technology with larger institutional goals (more accurate measurement of student learning outcomes)
- 19. The Next Stage? Learning Dashboards for Simulations and Edugames
- 20. Learner Dashboard: Agent Surefire (Cybersecurity Training)
- 21. Sample Edugame Learning Dashboard (Toolwire)
- 22. Sample Edugame Learning Dashboard (Toolwire)
- 23. What Learner Performance Information Can from Be Obtained from a Simulation or Edugame? • Provide instant feedback on the user’s performance during the training (as opposed to failing a test after the fact) • Determine weak areas in the user’s skill set, directly impacting his/her job performance. From a higher education point of view, it means we can tell how well a student can perform the task, pinpointing to knowledge deficits and/or necessary corrective actions. • Identify “Expert Blind Spots” where a majority of the students perform poorly due to an unclear delivery of the training content. In other words, as developers of training products we can identify problems with the course itself. [Source: Bora Aytun, MAVI Interactive]
- 24. Recommended Article on Learner Dashboards Verbert, Govaerts, et al. (2014) “Learning dashboards: an overview and future research opportunities.” Personal and Ubiquitous Computing. Volume 18, Issue 6, pp 1499-1514.
- 25. Questions?
- 26. Special Thanks • Dr. Jim Mabry, President, Middlesex Community College (Massachusetts) • Nancy Curll, Manager of E-Learning, Middlesex Community College • Bora Aytun, CEO, MAVI Interactive • Anthony Jovanis, Customer Success Advocate, Blackboard Inc.