Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00073
Siddharth Srivastava, T. Prabhakar
Micro-lectures (MIL) help learners to learn using learning by doing (LBD) approach. Micro-lectures use assignments to implement LBD. Carefully crafted micro-lectures and their associated assignments induce learning curiosity in learners, resulting in improved learning quality. However, too many assignments deviate learners from learning resulting in the degraded learning quality. Thus, it is hard to manage the tradeoff between the number of micro-lectures and the number of associated assignments in online micro-lecturing, resulting in poor learning quality. This research is the answer to this problem. This research proposes a framework which uses micro-prompts for crafting micro-lectures. Micro-prompts’ purpose is to embed assignment elements in the micro-lectures body. This coerces learners to cover assignment elements during the micro-lecturing process, hence eliminating/reducing the need for external assignments resulting in improved learning quality. To prove our proposed framework’s validity, we conducted a fifteen-days long C programming course for beginners. We lectured them with micro-prompt embedded micro-lectures designed using our proposed framework and observed fantastic results. This paper presents these results. We believe that study of this kind helps online educators to design effective learning ecosystem.
{"title":"Micro-Prompt: A Strategy for Designing Pedagogically Effective Assignment Free Micro-Lectures for Online Education Systems","authors":"Siddharth Srivastava, T. Prabhakar","doi":"10.1109/ICALT52272.2021.00073","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00073","url":null,"abstract":"Micro-lectures (MIL) help learners to learn using learning by doing (LBD) approach. Micro-lectures use assignments to implement LBD. Carefully crafted micro-lectures and their associated assignments induce learning curiosity in learners, resulting in improved learning quality. However, too many assignments deviate learners from learning resulting in the degraded learning quality. Thus, it is hard to manage the tradeoff between the number of micro-lectures and the number of associated assignments in online micro-lecturing, resulting in poor learning quality. This research is the answer to this problem. This research proposes a framework which uses micro-prompts for crafting micro-lectures. Micro-prompts’ purpose is to embed assignment elements in the micro-lectures body. This coerces learners to cover assignment elements during the micro-lecturing process, hence eliminating/reducing the need for external assignments resulting in improved learning quality. To prove our proposed framework’s validity, we conducted a fifteen-days long C programming course for beginners. We lectured them with micro-prompt embedded micro-lectures designed using our proposed framework and observed fantastic results. This paper presents these results. We believe that study of this kind helps online educators to design effective learning ecosystem.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"34 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114088538","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00069
Siddharth Srivastava, T. Prabhakar
The micro-prompt* strategy balances several complex pedagogical tradeoffs hence found helpful in designing assignment free micro-lectures (MIL). Manual implementation of this strategy is time-consuming and may introduce human errors. This research is the answer to these problems. This research presents a desktop application entitled "AutoPrompt". This application helps in designing assignment free micro-lectures using the micro-prompt strategy by automating the MIL design process. The complete reference architecture of the proposed application is discussed in detail in this paper. To judge our application’s quality, we conducted a software testing program and found satisfying results, including some precious feedback. The details of the testing program, results and feedbacks are also presented in this paper. We believe that the reference architecture proposed in this paper helps researchers and software developers to design more sophisticated applications for online educators and learners.
{"title":"AutoPrompt: A Desktop Application for Designing Micro-Lectures using Micro-Prompt Strategy for Online Education Systems","authors":"Siddharth Srivastava, T. Prabhakar","doi":"10.1109/ICALT52272.2021.00069","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00069","url":null,"abstract":"The micro-prompt* strategy balances several complex pedagogical tradeoffs hence found helpful in designing assignment free micro-lectures (MIL). Manual implementation of this strategy is time-consuming and may introduce human errors. This research is the answer to these problems. This research presents a desktop application entitled \"AutoPrompt\". This application helps in designing assignment free micro-lectures using the micro-prompt strategy by automating the MIL design process. The complete reference architecture of the proposed application is discussed in detail in this paper. To judge our application’s quality, we conducted a software testing program and found satisfying results, including some precious feedback. The details of the testing program, results and feedbacks are also presented in this paper. We believe that the reference architecture proposed in this paper helps researchers and software developers to design more sophisticated applications for online educators and learners.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121490405","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00055
Anastasios Ntourmas, N. Avouris, S. Daskalaki, Y. Dimitriadis
In this paper we attempt to measure the semantic distance between forum dialogues in five MOOCs of different subject matters (humanities, mathematics and computing). We examine if such distance can provide evidence of transferable linguistic features, suggesting transferability of forum classification models. For this purpose, we employed Latent Dirichlet Allocation in order to extract the main discussion topics for each MOOC and proceeded to a pairwise semantic comparison between them. We focused on three categories of forum topics, i.e., Content-Related, Logistics-Related and Social Building. In the Content-Related discussions, the study confirmed semantic distance between the humanities course and the other four, while the distances among the mathematics and computing courses were shorter than expected. On the other hand, Logistics-Related and Social Building topics contained a more transferable set of features. The approach that we followed provides insights that could help MOOC researchers interpret the transferable features of their available data to employ in their classification tasks.
{"title":"Exploring the \"distance\" between MOOC forums: A comparative study on discussion topics","authors":"Anastasios Ntourmas, N. Avouris, S. Daskalaki, Y. Dimitriadis","doi":"10.1109/ICALT52272.2021.00055","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00055","url":null,"abstract":"In this paper we attempt to measure the semantic distance between forum dialogues in five MOOCs of different subject matters (humanities, mathematics and computing). We examine if such distance can provide evidence of transferable linguistic features, suggesting transferability of forum classification models. For this purpose, we employed Latent Dirichlet Allocation in order to extract the main discussion topics for each MOOC and proceeded to a pairwise semantic comparison between them. We focused on three categories of forum topics, i.e., Content-Related, Logistics-Related and Social Building. In the Content-Related discussions, the study confirmed semantic distance between the humanities course and the other four, while the distances among the mathematics and computing courses were shorter than expected. On the other hand, Logistics-Related and Social Building topics contained a more transferable set of features. The approach that we followed provides insights that could help MOOC researchers interpret the transferable features of their available data to employ in their classification tasks.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115890444","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00065
Yiming Liu, J. Sun
This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.
{"title":"The Mediation Effects of Task Strategies on the Relationship Between Engagement and Cognitive Load in a Smart Instant Feedback System","authors":"Yiming Liu, J. Sun","doi":"10.1109/ICALT52272.2021.00065","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00065","url":null,"abstract":"This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115374612","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00009
David Roldán-álvarez, F. Martínez-Martínez, Estefanía Martín
Citizen science involves volunteers who participate in scientific research by collecting data or by addressing the needs of the project they are involved in. Citizen science creates a nexus between science and education that, when coupled with emerging technologies, expands the frontiers of research. Social networks, such as Twitter, are increasingly being investigated to capture online interactive participation, to be said, the degree of engagement of citizen science researchers with their projects. Although citizen science projects have been remarkably successful in advancing scientific knowledge, there is not really any evidence supporting that social networks act as learning tools and it is not even known whether the educational aspect is taken into account in citizen science projects. In this paper, we present a preliminary Twitter study where we analyse the conversation around education in the citizen science area. Although the results show that there is some talk around educational aspects, Twitter is not mainly used to support educational activities overall.
{"title":"Citizen Science and Open Learning: A Twitter perspective","authors":"David Roldán-álvarez, F. Martínez-Martínez, Estefanía Martín","doi":"10.1109/ICALT52272.2021.00009","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00009","url":null,"abstract":"Citizen science involves volunteers who participate in scientific research by collecting data or by addressing the needs of the project they are involved in. Citizen science creates a nexus between science and education that, when coupled with emerging technologies, expands the frontiers of research. Social networks, such as Twitter, are increasingly being investigated to capture online interactive participation, to be said, the degree of engagement of citizen science researchers with their projects. Although citizen science projects have been remarkably successful in advancing scientific knowledge, there is not really any evidence supporting that social networks act as learning tools and it is not even known whether the educational aspect is taken into account in citizen science projects. In this paper, we present a preliminary Twitter study where we analyse the conversation around education in the citizen science area. Although the results show that there is some talk around educational aspects, Twitter is not mainly used to support educational activities overall.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124012220","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00050
Thomas Sergent, Morgane Daniel, François Bouchet, T. Carron
The ability to self-regulate one’s learning (SRL) is considered to have a significant impact on educational outcomes. We present here a research work aiming first at detecting self-evaluation and self-efficacy deficits for young (5-7 years old) students, in the context of a literacy web application. From SRL answers we were able to characterize some answer patterns associated to SRL deficits, showing that around 30% of students seem to suffer from at least one of the four deficits considered in this study. We also surveyed close to 300 teachers to find out how they would like to be informed about their students’ SRL deficits and how they would address them, so that the remediation of deficits in the application could be co-designed with them.
{"title":"Addressing Children’s Self-Evaluation and Self-Efficacy Deficits in a Literacy Application","authors":"Thomas Sergent, Morgane Daniel, François Bouchet, T. Carron","doi":"10.1109/ICALT52272.2021.00050","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00050","url":null,"abstract":"The ability to self-regulate one’s learning (SRL) is considered to have a significant impact on educational outcomes. We present here a research work aiming first at detecting self-evaluation and self-efficacy deficits for young (5-7 years old) students, in the context of a literacy web application. From SRL answers we were able to characterize some answer patterns associated to SRL deficits, showing that around 30% of students seem to suffer from at least one of the four deficits considered in this study. We also surveyed close to 300 teachers to find out how they would like to be informed about their students’ SRL deficits and how they would address them, so that the remediation of deficits in the application could be co-designed with them.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122075271","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00046
Clifton Kussmaul, Tammy Pirmann
Technology has the potential to improve the quality and scalability of education. Guided Inquiry Learning with Technology (GILT) studies how web-based collaborative tools can support Process Oriented Guided Inquiry Learning (POGIL) and other forms of social constructivism. This paper describes data visualization features to help instructors monitor the progress of student teams and facilitate learning, through the use of summary tables, timelines, Sankey diagrams, and word trees.
{"title":"Monitoring Student Team Progress and Responses in Guided Inquiry Learning with Technology","authors":"Clifton Kussmaul, Tammy Pirmann","doi":"10.1109/ICALT52272.2021.00046","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00046","url":null,"abstract":"Technology has the potential to improve the quality and scalability of education. Guided Inquiry Learning with Technology (GILT) studies how web-based collaborative tools can support Process Oriented Guided Inquiry Learning (POGIL) and other forms of social constructivism. This paper describes data visualization features to help instructors monitor the progress of student teams and facilitate learning, through the use of summary tables, timelines, Sankey diagrams, and word trees.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131021657","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00087
Fan Su, D. Zou
Within the Toulmin model of argumentative structure, this study examined collaboration approaches through Shimo-based co-argumentative writing of students in the student-picked groups and teacher-assigned groups. Students were fourth-year university students majoring in English. The differences between the two groups of students were analyzed, with seven collaboration approaches being identified. Additionally, students in the student-picked groups were more collaborative than the counterparts in the teacher-assigned groups. Discussions were expanded around this result.
{"title":"Shimo-based collaborative argumentative writing: Do grouping patterns matter?","authors":"Fan Su, D. Zou","doi":"10.1109/ICALT52272.2021.00087","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00087","url":null,"abstract":"Within the Toulmin model of argumentative structure, this study examined collaboration approaches through Shimo-based co-argumentative writing of students in the student-picked groups and teacher-assigned groups. Students were fourth-year university students majoring in English. The differences between the two groups of students were analyzed, with seven collaboration approaches being identified. Additionally, students in the student-picked groups were more collaborative than the counterparts in the teacher-assigned groups. Discussions were expanded around this result.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128272671","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}
Pub Date : 2021-07-01DOI: 10.1109/laclo.2016.7751740
Nian-Shing Chen
Local Organising Committee Emanuele Bardone, University of Tartu, Estonia Mirjam Burget, University of Tartu, Estonia Airi Heinaru, University of Tartu, Estonia Danial Hooshyar, University of Tartu, Estonia Sander Juss, University of Tartu, Estonia Meriliis Kasemets, University of Tartu, Estonia Margus Pedaste, University of Tartu, Estonia Katrin Saks, University of Tartu, Estonia Kristjan Roogsoo, University of Tartu, Estonia Eda Tagamets, University of Tartu, Estonia Kiiri Toomberg, University of Tartu, Estonia
{"title":"List of Chairs and PC Members","authors":"Nian-Shing Chen","doi":"10.1109/laclo.2016.7751740","DOIUrl":"https://doi.org/10.1109/laclo.2016.7751740","url":null,"abstract":"Local Organising Committee Emanuele Bardone, University of Tartu, Estonia Mirjam Burget, University of Tartu, Estonia Airi Heinaru, University of Tartu, Estonia Danial Hooshyar, University of Tartu, Estonia Sander Juss, University of Tartu, Estonia Meriliis Kasemets, University of Tartu, Estonia Margus Pedaste, University of Tartu, Estonia Katrin Saks, University of Tartu, Estonia Kristjan Roogsoo, University of Tartu, Estonia Eda Tagamets, University of Tartu, Estonia Kiiri Toomberg, University of Tartu, Estonia","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122820330","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00062
Dirk Ifenthaler, Clara Schumacher, Muhittin Şahin
Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.
{"title":"System-based or Teacher-based Learning Analytics Feedback – What Works Best?","authors":"Dirk Ifenthaler, Clara Schumacher, Muhittin Şahin","doi":"10.1109/ICALT52272.2021.00062","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00062","url":null,"abstract":"Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122487643","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}
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