Learner enhanced technology
Download as PPTX, PDF0 likes343 views
This document discusses measuring student engagement in learning. It begins with an icebreaker on whether engagement should be formally assessed. Then, it discusses why engagement is important for learning outcomes, multicultural classrooms, and giving students a voice. Next, it explores where the idea of measuring engagement originated from surveys and social marketing metrics. The document outlines dimensions of engagement and has small groups discuss how to recognize engaged, disengaged, and negatively engaged students. It then suggests appropriating social marketing metrics to track student involvement, interaction, intimacy, and influence. The document concludes by revisiting whether engagement can and should be measured, and if it should constitute formal teaching assessment.
Learner enhanced technology
- 1. Learner Enhanced Technology Understanding engagement as a measurable process James Ballard JamesBallard2 @jameslballard jameslballard
- 2. My Research Questions Is engagement something we can measure? Should we be measuring it? Should it constitute formal assessment of teaching? “As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”
- 3. Overview Introduction • Icebreaker activity • Why is engagement important? • Where does the metric idea originate? Activity 1 – What should we look for? • Introduce an engagement matrix • Each group to identify and discuss engagement patterns Activity 2 – How can we measure this? • Introduce an engagement framework metric • Each group to explore a data driven case study Conclusion/Discussion
- 4. Icebreaker Activity Should engagement constitute a formal assessment of teaching? 5 mins – introduce yourselves and give initial reactions to this question
- 5. Introduction 1 Why is engagement important?
- 6. Improved Learning Outcomes Practical competence and skills transferability Cognitive development General abilities and critical thinking Self-esteem, psychosocial development, productive racial and gender identity formation Trowler and Trowler (2010)
- 7. Multicultural Classrooms UNESCO (2014): Global Flow of Tertiary Students
- 8. Learner Voice Teacher Learner Ballard & Butler (2015)
- 9. Introduction 2 Where does measuring engagement come from?
- 10. Engagement Surveys During the current school year, about how often have you had discussions about the following? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Economic or social inequality Issues of race, ethnicity, or nationality Religious or philosophical differences Different political viewpoints Issues of gender or sexual orientation Never Sometimes Often Very often NSSE 2014: Experiences with different perspectives
- 11. Social Marketing: Engagement as Metric Involvement Interaction Intimacy Influence What to track • Site visits • Time spent • Pages viewed • Search keywords • Navigation paths • Site logins • Contributed comments to blogs • Quantity / frequency of written reviews, blog comments, forum posts • Sentiment tracking on 3rd party sites • Sentiment tracking of internal sites • Opinions expressed in customer calls • Net Promoter (NP) score • Service satisfaction ratings • Brand affinity • Content forwarded to friends How to track • Web Analytics • eCommerce • Social Media • Surveys • Brand monitoring • Service calls • Surveys • Brand monitoring Haven & Vittel (2008) Haven (2007)
- 12. Social Marketing Haven (2007)
- 13. Activity 1 What would we want to measure?
- 14. Dimensions of Engagement ENGAGEMENT TYPES FREDRICKS, BLUMENFELD AND PARIS (2004) ENGAGEMENT POLES TROWLER AND TROWLER (2010) • Tends to result in expected learning behaviours Positive Engagement • A passive rejection of such behaviours – alienation or inertia Non-engagement • An active and hostile rejection of expectations Negative Engagement • Participation in academic and social activities Behavioural Emotional • Feelings towards staff and peers • Willingness to invest effort in complex tasks and mastery of skills Cognitive
- 15. Discussion Activity: Small Groups 15 mins – Discuss: “how do we recognise when students are engaged or not?” POSTIVE ENGAGEMENT NON-ENGAGEMENT NEGATIVE ENGAGEMENT BEHAVIOURAL Attends lectures, participates with enthusiasm Skips lectures without excuse Boycotts, pickets or disrupts lectures EMOTIONAL Interest Boredom Rejection COGNITIVE Meets or exceeds assignment requirements Assignments late, rushed or absent Redefines parameters for assignments 5 mins - Feedback an example to the wider audience Examples and prompts:
- 16. Activity 2 How can we measure this?
- 17. Appropriating Engagement Metrics Involvement Interaction Intimacy Influence What to track • Site visits • Time spent • Pages viewed • Search keywords • Navigation paths • Site logins • Contributions to class • Quantity and frequency of content • Type of content accessed • Learning dispositions • Discourse tracking Social network analysis • Evaluation surveys • Links to outside world • Extra-curricular contributions • Practice based research and reflection How to track • System Logs • Web Analytics • System Logs • Learning Design • Surveys • Content analysis • Student Development Model
- 18. Discussion Activity: Small Groups ACTIVITY CASE STUDY AND STUDENT PROFILE Provides real student data Make notes in the student profile Mark each component from low to high 30 mins – Discuss the case study and complete the 2 student profiles in the worksheet provided 10 mins - Feedback for the whole group
- 19. Student Profile 1: Jo March INVOLVEMENT INTERACTION INTIMACY INFLUENCE • Average activity • Interacts with • Enthused by profile peers via university visit • Regular access messaging and tour – not throughout year • Some portfolio sustained • Accessed building • Potential surface different support • Few course learning strategy areas based activities • Limited to small social group - connected to hub • Use of 1-to-1 messaging • No shared links Medium Low Medium Low
- 20. Student Profile 2: Oliver Twist INVOLVEMENT INTERACTION INTIMACY INFLUENCE • High activity profile • Regular access across 2 years • Interacts predominantly with course materials • Several assignment submissions • Potential strategic learning strategy • Peer interactions not present • No shared links High Medium Low Low
- 21. Further Research
- 22. Final thoughts Is engagement something we can measure? Should we be measuring it? Should it constitute formal assessment of teaching?
- 23. Thank You Learner Enhanced Technology Understanding engagement as a measurable process James Ballard jameslballard@outlook.com JamesBallard2 @jameslballard jameslballard