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Applying Quantified Self Approaches
to Support Reflective Learning




                                                                                       INFORMATIK
                                                                       FZI FORSCHUNGSZENTRUM
V. Rivera-Pelayo, V. Zacharias, L. Müller, and S. Braun
FZI Research Center for Information Technologies, Karlsruhe, Germany

LAK Conference 2012 – Vancouver, Canada
30th April 2012
Agenda

 Introduction

 Background
            Theoretical: Reflective Learning

            Pragmatical: The Quantified Self

 Motivation

 A Framework to Apply QS Approaches to support Reflective Learning
            Tracking Cues

            Triggering

            Recalling and Revisiting Experiences

 Conclusions

02.05.2012                        © FZI Forschungszentrum Informatik   2
Reflective Learning at Work
       Learn by observing others and from experiences
       Support learning-on-the-job and experience sharing
       Learning by reflection on observed practices and collected data
       Focus on acquisition of tacit knowledge




                                                                          3
http://mirror-project.eu
Reflective Learning

      Returning to and evaluating past work performances and personal
       experiences in order to promote continuous learning and improve
       future experiences.




D. Boud, R. Keogh, and D. Walker. Reflection: Turning Experience into Learning, chapter Promoting Reflection in Learning: a
Model., pages 18-40. Routledge Falmer, New York, 1985.
     02.05.2012                                     © FZI Forschungszentrum Informatik                                        4
The Quantified Self (QS)




                 Collaboration of users and tool makers
                 Self-knowledge through self-tracking
                 Tools to collect personally relevant information
                 Gaining self-knowledge about one‘s
                  experiences, behaviors, habits and thoughts




       02.05.2012
http://quantifiedself.com   http://nikeplus.com/         © FZI Forschungszentrum Informatik
                                                   http://moodscope.com/ http://rescuetime.com/   5
Motivation

 Learning Analytics
    For a particular model of learning
    For a particular class of support tools
    Beyond classroom settings in daily life




       Quantified Self Tools
                                     Awareness                Analysis of
                                    augmentation                data



                                                                       Quantification
                         Rich source
                                                                        of abstract
                        of data for LA
                                                                        measures
                                                   Learning
                                                  processes


02.05.2012                      © FZI Forschungszentrum Informatik                      6
A Framework to Apply QS Approaches to support
Reflective Learning



                E


     Theory: Cognitive process




02.05.2012                 © FZI Forschungszentrum Informatik   7
A Framework to Apply QS Approaches to support
Reflective Learning



                E


     Theory: Cognitive process                                  Tools: Experimentation




02.05.2012                 © FZI Forschungszentrum Informatik                            8
A Framework to Apply QS Approaches to support
Reflective Learning



                  E


      Theory: Cognitive process                                  Tools: Experimentation




                                            E
Model analysis                                                                   Survey of
and information                                                                 several QS
     needs                                                                         tools


 02.05.2012                 © FZI Forschungszentrum Informatik                            9
A Framework to Apply QS Approaches to support
Reflective Learning




02.05.2012         © FZI Forschungszentrum Informatik   10
Tracking Cues




02.05.2012      © FZI Forschungszentrum Informatik   11
Tracking Cues

 Tracking means
        Software sensors: applications – experiences not directly measurable
        Hardware sensors: devices – automatic capture
           environmental & physiological


 Tracked aspects/object
        Emotional aspects: mood, stress, interest, anxiety.
        Private and work data: photos, browser's history, music.
        Physiological data: physical activity and health.
        General activity: #cigarettes, cups of coffee, hours spent in a certain activity.




 Purposes
            the goal which the user tries to achieve by using it.
02.05.2012                         © FZI Forschungszentrum Informatik               12
Triggering




02.05.2012   © FZI Forschungszentrum Informatik   13
Triggering

      Active
                Notification or catching of the user’s attention explicitly.




      Passive
                No identification of experiences or no active contact to the user.




http://rescuetime.com/
       02.05.2012                       © FZI Forschungszentrum Informatik            14
http://daytum.com/
Recalling and Revisiting Experiences




02.05.2012        © FZI Forschungszentrum Informatik   15
Recalling and Revisiting Experiences (I)

 Contextualizing
            Social Context
               relationship and comparison to others


            Spacial Context
               Location in terms of city, street, room…


            Historical Context
               Evolution of the data in time


            Item Metadata
                Extra information and meaning


            Context from other datasets
               Weather, work schedules...

02.05.2012                        © FZI Forschungszentrum Informatik   16
Recalling and Revisiting Experiences (II)

       Data fusion

                        Objective           Self


                            Peer            Group

       Data analysis: Aggregation, Averages, etc.

       Visualization




http://dub.washington.edu/projects/ubifit
       02.05.2012                             © FZI Forschungszentrum Informatik   17
http://moodmap.apps.mirror-demo.eu/
Conclusions

             A framework for the application of QS tools
                   to support reflective learning

 Structured review of this strand of research
 Understand the design space of QS tools for reflective learning
 Understanding which parts have not been addressed by research




          Design and
                                                      Validate the framework to
     implementation of new
                                                      support reflective learning
           QS tools



02.05.2012               © FZI Forschungszentrum Informatik                     18
Any questions?

      THANK YOU!



02.05.2012             © FZI Forschungszentrum Informatik   19
About the tools and Related Work

      SOME MORE INFORMATION



02.05.2012                 © FZI Forschungszentrum Informatik   20
http://rescuetime.com
RescueTime




02.05.2012   © FZI Forschungszentrum Informatik                           21
http://moodmap.apps.mirror-demo.eu
MoodMap App




02.05.2012    © FZI Forschungszentrum Informatik                     22
http://moodmap.apps.mirror-demo.eu
MoodMap App




02.05.2012    © FZI Forschungszentrum Informatik                     23
http://nikeplus.com
Nike +




02.05.2012   © FZI Forschungszentrum Informatik                         24
Daytum




http://daytum.com/




                         http://daytum.com
  02.05.2012         © FZI Forschungszentrum Informatik   25
Ubifit




             http://dub.washington.edu/projects/ubifit
02.05.2012         © FZI Forschungszentrum Informatik    26
Related Work

     Few related work on QS approaches towards reflection

     Li et al. [1,2]
             HCI design perspective
             Stage-based Model of Personal Informatics
             Physical activity (sport and diseases)
             IMPACT System


     Fleck and Fitzpatrick [3]
                Psychological perspective
                Design landscape and guiding questions
                SenseCam – passive image capture

[1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference on
Human Factors in computing systems, CHI '10, pages 557-566, New York, NY, USA, 2010. ACM.
[2] I. Li, A. K. Dey, and J. Forlizzi. Understanding my Data, Myself: Supporting Self-reflection with Ubicomp Technologies. In Proceedings of
the 13th international conference on Ubiquitous computing, UbiComp '11, pages 405-414, New York, NY, USA, 2011. ACM.
[3] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer-
Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI '10, pages 216-223, New York, NY, USA,
       02.05.2012                                         © FZI Forschungszentrum Informatik                                                27
2010. ACM.
Five-stage model of personal informatics systems
    [Li et al.]




[1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference on
Human Factors in computing systems, CHI '10, pages 557-566, New York, NY, USA, 2010. ACM.
     02.05.2012                                        © FZI Forschungszentrum Informatik                                                  28
Reflecting on Reflection
    [Fleck and Fitzpatrick]
     Aspects of reflection
             Purpose of reflection
             Conditions of reflection
             Levels of reflection




     Teachers’ reflective practices
     Trainee teachers’ reflection on practice (Use Case)
     SenseCam – passive image capture




[1] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer-
Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI '10, pages 216-223, New York, NY, USA,
2010. ACM.
[2] Fleck R, Fitzpatrick G. Teachers' and tutors' social reflection around SenseCam images. Int. J. Hum.- Comput. Stud. 67 (2009) 1024- 29
      02.05.2012                                          © FZI Forschungszentrum Informatik
1036.

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Learning Analytics and Quantified Self approaches for Reflective Learning

  • 1. Applying Quantified Self Approaches to Support Reflective Learning INFORMATIK FZI FORSCHUNGSZENTRUM V. Rivera-Pelayo, V. Zacharias, L. Müller, and S. Braun FZI Research Center for Information Technologies, Karlsruhe, Germany LAK Conference 2012 – Vancouver, Canada 30th April 2012
  • 2. Agenda  Introduction  Background  Theoretical: Reflective Learning  Pragmatical: The Quantified Self  Motivation  A Framework to Apply QS Approaches to support Reflective Learning  Tracking Cues  Triggering  Recalling and Revisiting Experiences  Conclusions 02.05.2012 © FZI Forschungszentrum Informatik 2
  • 3. Reflective Learning at Work  Learn by observing others and from experiences  Support learning-on-the-job and experience sharing  Learning by reflection on observed practices and collected data  Focus on acquisition of tacit knowledge 3 http://mirror-project.eu
  • 4. Reflective Learning  Returning to and evaluating past work performances and personal experiences in order to promote continuous learning and improve future experiences. D. Boud, R. Keogh, and D. Walker. Reflection: Turning Experience into Learning, chapter Promoting Reflection in Learning: a Model., pages 18-40. Routledge Falmer, New York, 1985. 02.05.2012 © FZI Forschungszentrum Informatik 4
  • 5. The Quantified Self (QS)  Collaboration of users and tool makers  Self-knowledge through self-tracking  Tools to collect personally relevant information  Gaining self-knowledge about one‘s experiences, behaviors, habits and thoughts 02.05.2012 http://quantifiedself.com http://nikeplus.com/ © FZI Forschungszentrum Informatik http://moodscope.com/ http://rescuetime.com/ 5
  • 6. Motivation  Learning Analytics  For a particular model of learning  For a particular class of support tools  Beyond classroom settings in daily life Quantified Self Tools Awareness Analysis of augmentation data Quantification Rich source of abstract of data for LA measures Learning processes 02.05.2012 © FZI Forschungszentrum Informatik 6
  • 7. A Framework to Apply QS Approaches to support Reflective Learning E Theory: Cognitive process 02.05.2012 © FZI Forschungszentrum Informatik 7
  • 8. A Framework to Apply QS Approaches to support Reflective Learning E Theory: Cognitive process Tools: Experimentation 02.05.2012 © FZI Forschungszentrum Informatik 8
  • 9. A Framework to Apply QS Approaches to support Reflective Learning E Theory: Cognitive process Tools: Experimentation E Model analysis Survey of and information several QS needs tools 02.05.2012 © FZI Forschungszentrum Informatik 9
  • 10. A Framework to Apply QS Approaches to support Reflective Learning 02.05.2012 © FZI Forschungszentrum Informatik 10
  • 11. Tracking Cues 02.05.2012 © FZI Forschungszentrum Informatik 11
  • 12. Tracking Cues  Tracking means  Software sensors: applications – experiences not directly measurable  Hardware sensors: devices – automatic capture  environmental & physiological  Tracked aspects/object  Emotional aspects: mood, stress, interest, anxiety.  Private and work data: photos, browser's history, music.  Physiological data: physical activity and health.  General activity: #cigarettes, cups of coffee, hours spent in a certain activity.  Purposes  the goal which the user tries to achieve by using it. 02.05.2012 © FZI Forschungszentrum Informatik 12
  • 13. Triggering 02.05.2012 © FZI Forschungszentrum Informatik 13
  • 14. Triggering  Active  Notification or catching of the user’s attention explicitly.  Passive  No identification of experiences or no active contact to the user. http://rescuetime.com/ 02.05.2012 © FZI Forschungszentrum Informatik 14 http://daytum.com/
  • 15. Recalling and Revisiting Experiences 02.05.2012 © FZI Forschungszentrum Informatik 15
  • 16. Recalling and Revisiting Experiences (I)  Contextualizing  Social Context  relationship and comparison to others  Spacial Context  Location in terms of city, street, room…  Historical Context  Evolution of the data in time  Item Metadata  Extra information and meaning  Context from other datasets  Weather, work schedules... 02.05.2012 © FZI Forschungszentrum Informatik 16
  • 17. Recalling and Revisiting Experiences (II)  Data fusion Objective Self Peer Group  Data analysis: Aggregation, Averages, etc.  Visualization http://dub.washington.edu/projects/ubifit 02.05.2012 © FZI Forschungszentrum Informatik 17 http://moodmap.apps.mirror-demo.eu/
  • 18. Conclusions A framework for the application of QS tools to support reflective learning  Structured review of this strand of research  Understand the design space of QS tools for reflective learning  Understanding which parts have not been addressed by research Design and Validate the framework to implementation of new support reflective learning QS tools 02.05.2012 © FZI Forschungszentrum Informatik 18
  • 19. Any questions? THANK YOU! 02.05.2012 © FZI Forschungszentrum Informatik 19
  • 20. About the tools and Related Work SOME MORE INFORMATION 02.05.2012 © FZI Forschungszentrum Informatik 20
  • 21. http://rescuetime.com RescueTime 02.05.2012 © FZI Forschungszentrum Informatik 21
  • 24. http://nikeplus.com Nike + 02.05.2012 © FZI Forschungszentrum Informatik 24
  • 25. Daytum http://daytum.com/ http://daytum.com 02.05.2012 © FZI Forschungszentrum Informatik 25
  • 26. Ubifit http://dub.washington.edu/projects/ubifit 02.05.2012 © FZI Forschungszentrum Informatik 26
  • 27. Related Work  Few related work on QS approaches towards reflection  Li et al. [1,2]  HCI design perspective  Stage-based Model of Personal Informatics  Physical activity (sport and diseases)  IMPACT System  Fleck and Fitzpatrick [3]  Psychological perspective  Design landscape and guiding questions  SenseCam – passive image capture [1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference on Human Factors in computing systems, CHI '10, pages 557-566, New York, NY, USA, 2010. ACM. [2] I. Li, A. K. Dey, and J. Forlizzi. Understanding my Data, Myself: Supporting Self-reflection with Ubicomp Technologies. In Proceedings of the 13th international conference on Ubiquitous computing, UbiComp '11, pages 405-414, New York, NY, USA, 2011. ACM. [3] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer- Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI '10, pages 216-223, New York, NY, USA, 02.05.2012 © FZI Forschungszentrum Informatik 27 2010. ACM.
  • 28. Five-stage model of personal informatics systems [Li et al.] [1] I. Li, A. Dey, and J. Forlizzi. A stage-based Model of Personal Informatics Systems. In Proceedings of the 28th international conference on Human Factors in computing systems, CHI '10, pages 557-566, New York, NY, USA, 2010. ACM. 02.05.2012 © FZI Forschungszentrum Informatik 28
  • 29. Reflecting on Reflection [Fleck and Fitzpatrick]  Aspects of reflection  Purpose of reflection  Conditions of reflection  Levels of reflection  Teachers’ reflective practices  Trainee teachers’ reflection on practice (Use Case)  SenseCam – passive image capture [1] R. Fleck and G. Fitzpatrick. Reflecting on reflection: framing a design landscape. In Proceedings of the 22nd Conference of the Computer- Human Interaction Special Interest Group of Australia on Computer-Human Interaction, OZCHI '10, pages 216-223, New York, NY, USA, 2010. ACM. [2] Fleck R, Fitzpatrick G. Teachers' and tutors' social reflection around SenseCam images. Int. J. Hum.- Comput. Stud. 67 (2009) 1024- 29 02.05.2012 © FZI Forschungszentrum Informatik 1036.