Pub Date : 2021-10-13DOI: 10.33965/celda2021_202108l008
Katia Oliver-Quelennec, François Bouchet, T. Carron, C. Pinçon
In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Card-based tools are a common co-design method to collect users’ needs, but this tangible format limits data collection and usage. We propose here two steps: first to use an existing co-design card deck-based method for our university context and next to adapt this new method called PADDLE (PArticipative Design of Dashboard for Learning in Education) for an online use. This article presents key factors and points of attention identified in adapting a card-based co-design method into a digital version for designing learning dashboards. This digital adaptation and the associated tool, ePADDLE, were tested with first year university students divided into 18 groups (N = 58). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated ePADDLE as almost as suitable as the original method. Thanks to the traces provided by the online version, we rely on speech acts to identify favorable conditions for successful collaboration.
{"title":"CAN A LEARNING ANALYTICS DASHBOARD PARTICIPATIVE DESIGN APPROACH BE TRANSPOSED TO AN ONLINE-ONLY CONTEXT?","authors":"Katia Oliver-Quelennec, François Bouchet, T. Carron, C. Pinçon","doi":"10.33965/celda2021_202108l008","DOIUrl":"https://doi.org/10.33965/celda2021_202108l008","url":null,"abstract":"In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Card-based tools are a common co-design method to collect users’ needs, but this tangible format limits data collection and usage. We propose here two steps: first to use an existing co-design card deck-based method for our university context and next to adapt this new method called PADDLE (PArticipative Design of Dashboard for Learning in Education) for an online use. This article presents key factors and points of attention identified in adapting a card-based co-design method into a digital version for designing learning dashboards. This digital adaptation and the associated tool, ePADDLE, were tested with first year university students divided into 18 groups (N = 58). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated ePADDLE as almost as suitable as the original method. Thanks to the traces provided by the online version, we rely on speech acts to identify favorable conditions for successful collaboration.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115278249","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 : 2021-10-13DOI: 10.33965/celda2021_202108l015
Dirk T. Tempelaar
The search for rigor in learning analytics applications has placed survey data in the suspect’s corner, favoring more objective trace data. A potential lack of objectivity in survey data is the existence of response styles, the tendency of respondents to answer survey items in a particular biased manner, such as yeah saying or always disagreeing. Making use of multiple survey instruments that exhibit similar types of response styles, our empirical study identifies response style bias by estimating the aggregate level of a set of response styles, amongst them the Acquiescence Response Style and the Dis-Acquiescence Response Style. We next demonstrate that trace variables are indeed bias-free in that their estimated response style components are small in size, accounting for minimal explained variation. Remarkably, course performance data is not bias-free, implying that predictive modelling for learning analytics purposes will, in general, profit from the inclusion of these bias components or apply survey data containing such response style bias to increase predictive power.
{"title":"LEARNING ANALYTICS AND ITS DATA SOURCES: WHY WE NEED TO FOSTER ALL OF THEM","authors":"Dirk T. Tempelaar","doi":"10.33965/celda2021_202108l015","DOIUrl":"https://doi.org/10.33965/celda2021_202108l015","url":null,"abstract":"The search for rigor in learning analytics applications has placed survey data in the suspect’s corner, favoring more objective trace data. A potential lack of objectivity in survey data is the existence of response styles, the tendency of respondents to answer survey items in a particular biased manner, such as yeah saying or always disagreeing. Making use of multiple survey instruments that exhibit similar types of response styles, our empirical study identifies response style bias by estimating the aggregate level of a set of response styles, amongst them the Acquiescence Response Style and the Dis-Acquiescence Response Style. We next demonstrate that trace variables are indeed bias-free in that their estimated response style components are small in size, accounting for minimal explained variation. Remarkably, course performance data is not bias-free, implying that predictive modelling for learning analytics purposes will, in general, profit from the inclusion of these bias components or apply survey data containing such response style bias to increase predictive power.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115281281","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 : 2021-10-13DOI: 10.33965/celda2021_202108c041
Rogério Galvão da Silva, Elise Hendricker
Graduate training in helping professions, such as psychology, requires knowledge, skills, and competency in discipline specific knowledge, as well as interpersonal skills. School psychologists are unique professionals trained to work with children, families, and school staff in public schools. The profession requires critical communication competencies across all domains of practice, yet training programs remain stagnant in ways to teach, measure, and evaluate these competencies in innovative ways. Interdisciplinary collaboration between computer science and school psychology holds great promise in remediating these concerns and advancing training using technology. Specifically, mixed reality and artificial intelligence tools, such as an autonomous training agent (ATA), where students can practice verbal and non-verbal communication strategies during clinical situations has the ability to provide deliberate practice for students in the classroom setting prior to working with real clients.
{"title":"THE ROLE OF AUTONOMOUS AGENTS IN TRAINING SCHOOL PSYCHOLOGY GRADUATE STUDENTS","authors":"Rogério Galvão da Silva, Elise Hendricker","doi":"10.33965/celda2021_202108c041","DOIUrl":"https://doi.org/10.33965/celda2021_202108c041","url":null,"abstract":"Graduate training in helping professions, such as psychology, requires knowledge, skills, and competency in discipline specific knowledge, as well as interpersonal skills. School psychologists are unique professionals trained to work with children, families, and school staff in public schools. The profession requires critical communication competencies across all domains of practice, yet training programs remain stagnant in ways to teach, measure, and evaluate these competencies in innovative ways. Interdisciplinary collaboration between computer science and school psychology holds great promise in remediating these concerns and advancing training using technology. Specifically, mixed reality and artificial intelligence tools, such as an autonomous training agent (ATA), where students can practice verbal and non-verbal communication strategies during clinical situations has the ability to provide deliberate practice for students in the classroom setting prior to working with real clients.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068248","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 : 2021-10-13DOI: 10.33965/celda2021_202108l013
G. K. Yılmaz, Mustafa Tepgeç, Cennet Terzi Müftüoglu, Sema Sulak, Muhittin Şahin, Furkan Aydın, Ramazan Yılmaz, Halil Yurdugül
Massive Open Online Courses (MOOCs) have become widespread all around the world since their conceptualization, both in terms of the number of students enrolled and the number of courses available. Some issues or learner needs in these environments, such as accreditation, quality of assessment and scaffolding for left-behind learners, have also surfaced as a result of rise in popularity. Profiling learners, using scaffolding strategies, structuring the assessment in a dynamic and effective manner, monitoring performance, and providing feedback/feedforward based on learning analytics are all expected to be valuable solutions to these issues. In this study, it is aimed to describe student views on the MOOC platform, which has the above-mentioned features and was designed and developed according to the AGILE software development model. Participants of this case study consist of 53 undergraduate students from three different universities. The data was collected using a questionnaire and semi-structured form both of which were developed by the researchers. The findings obtained were considered under these themes: benefits, disliked aspects, preferences in different learning contexts, ease of use, features open to improvement. Findings based on both quantitative and qualitative interpretations are presented on each theme. The findings of this study are limited to student views. In the later stages, authentic usage circumstances can be presented by taking into log data as a data source.
{"title":"STUDENTS' PREFERENCES AND VIEWSABOUT LEARNING IN A SMART MOOC INTEGRATEDWITH INTELLIGENT TUTORING","authors":"G. K. Yılmaz, Mustafa Tepgeç, Cennet Terzi Müftüoglu, Sema Sulak, Muhittin Şahin, Furkan Aydın, Ramazan Yılmaz, Halil Yurdugül","doi":"10.33965/celda2021_202108l013","DOIUrl":"https://doi.org/10.33965/celda2021_202108l013","url":null,"abstract":"Massive Open Online Courses (MOOCs) have become widespread all around the world since their conceptualization, both in terms of the number of students enrolled and the number of courses available. Some issues or learner needs in these environments, such as accreditation, quality of assessment and scaffolding for left-behind learners, have also surfaced as a result of rise in popularity. Profiling learners, using scaffolding strategies, structuring the assessment in a dynamic and effective manner, monitoring performance, and providing feedback/feedforward based on learning analytics are all expected to be valuable solutions to these issues. In this study, it is aimed to describe student views on the MOOC platform, which has the above-mentioned features and was designed and developed according to the AGILE software development model. Participants of this case study consist of 53 undergraduate students from three different universities. The data was collected using a questionnaire and semi-structured form both of which were developed by the researchers. The findings obtained were considered under these themes: benefits, disliked aspects, preferences in different learning contexts, ease of use, features open to improvement. Findings based on both quantitative and qualitative interpretations are presented on each theme. The findings of this study are limited to student views. In the later stages, authentic usage circumstances can be presented by taking into log data as a data source.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123653211","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 : 2021-10-13DOI: 10.33965/celda2021_202108l025
Muhittin Şahin, Furkan Aydın, Sema Sulak, Cennet Terzi Müftüoglu, Mustafa Tepgeç, G. K. Yılmaz, Ramazan Yılmaz, Halil Yurdugül
The use of technology for teaching and learning has created a paradigm shifting in learning environments and learning process, and also the paradigm shifting has also affected the assessment processes. In addition to these, online environments provide more opportunities to assess of the learners. In this study, the Adaptive Mastery Testing (AMT) system in Assessment Management System was designed and developed in which students can test themselves, recognize their strengths and weaknesses, and determine their learning objective based competencies. AMT environment is structured in accordance with the rapid prototyping software developing model. In this environment, there are questions for the students about four learning objectives, which are among the basic subjects of the Statistics course. AMT environment consists of presentation, assessment, domain and learner model. Pilot implementation was carried out with 98 undergraduate students. In order to evaluate of the environment; number of tests taken, number of correct answer, number of wrong answer and number of total answer data were used. According to the findings, it is seen that most of the students are masters in the learning objectives presented to them. In addition, it was found that half of the students took an average test to become a master. In other words, half of the learners participating in the study were determined as masters by the system in the first test they took for each learning objective.
{"title":"USING ADAPTIVE MASTERY TESTING IN ASSESSMENTMANAGEMENT SYSTEMS","authors":"Muhittin Şahin, Furkan Aydın, Sema Sulak, Cennet Terzi Müftüoglu, Mustafa Tepgeç, G. K. Yılmaz, Ramazan Yılmaz, Halil Yurdugül","doi":"10.33965/celda2021_202108l025","DOIUrl":"https://doi.org/10.33965/celda2021_202108l025","url":null,"abstract":"The use of technology for teaching and learning has created a paradigm shifting in learning environments and learning process, and also the paradigm shifting has also affected the assessment processes. In addition to these, online environments provide more opportunities to assess of the learners. In this study, the Adaptive Mastery Testing (AMT) system in Assessment Management System was designed and developed in which students can test themselves, recognize their strengths and weaknesses, and determine their learning objective based competencies. AMT environment is structured in accordance with the rapid prototyping software developing model. In this environment, there are questions for the students about four learning objectives, which are among the basic subjects of the Statistics course. AMT environment consists of presentation, assessment, domain and learner model. Pilot implementation was carried out with 98 undergraduate students. In order to evaluate of the environment; number of tests taken, number of correct answer, number of wrong answer and number of total answer data were used. According to the findings, it is seen that most of the students are masters in the learning objectives presented to them. In addition, it was found that half of the students took an average test to become a master. In other words, half of the learners participating in the study were determined as masters by the system in the first test they took for each learning objective.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"73 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134066173","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 : 2021-10-13DOI: 10.33965/celda2021_202108r052
Annika Wilmers, Bettina Waffner
This contribution presents current findings on the conditions of success and challenges to school-related learning with digital media. A particular focus is placed on teachers and school leaders, because these two groups take a key position in shaping education in a digital world. While we focus on examples taken from the German school context, we are nevertheless able to compare them with international research findings and to analyze similarities as well as disparities between different education systems.
{"title":"SCHOOL EDUCATION IN A VIRTUAL SPACE: BETWEEN DAMAGE CONTROL, SCHOOL DEVELOPMENT AND INNOVATION","authors":"Annika Wilmers, Bettina Waffner","doi":"10.33965/celda2021_202108r052","DOIUrl":"https://doi.org/10.33965/celda2021_202108r052","url":null,"abstract":"This contribution presents current findings on the conditions of success and challenges to school-related learning with digital media. A particular focus is placed on teachers and school leaders, because these two groups take a key position in shaping education in a digital world. While we focus on examples taken from the German school context, we are nevertheless able to compare them with international research findings and to analyze similarities as well as disparities between different education systems.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114327979","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 : 2021-10-13DOI: 10.33965/celda2021_202108l020
A. Zeidmane, A. Vintere
New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty “Information technologies for sustainable development” has the highest. Based on the obtained results, the authors suggest that the study course “Informatics” should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course “Introduction to the specialty” should be used to reduce the gap between ICT skills for the first-year students.
{"title":"A CASE STUDY OF STUDENTS' VIEWS ON THE DIGITAL SKILLS NEEDED FOR THE LABOUR MARKET","authors":"A. Zeidmane, A. Vintere","doi":"10.33965/celda2021_202108l020","DOIUrl":"https://doi.org/10.33965/celda2021_202108l020","url":null,"abstract":"New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty “Information technologies for sustainable development” has the highest. Based on the obtained results, the authors suggest that the study course “Informatics” should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course “Introduction to the specialty” should be used to reduce the gap between ICT skills for the first-year students.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127404171","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 : 2021-10-13DOI: 10.33965/celda2021_202108l004
{"title":"THE EFFECT OF SOCIAL CLOSENESS ON PERCEIVED SATISFACTION OF COLLABORATIVE LEARNING","authors":"","doi":"10.33965/celda2021_202108l004","DOIUrl":"https://doi.org/10.33965/celda2021_202108l004","url":null,"abstract":"","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130359471","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 : 2021-10-13DOI: 10.33965/celda2021_202108l024
Hiroyuki Watanabe, Yoshiko Goda, Atsushi Shimada, M. Yamada
Learning assistance is an essential part of higher education. Tutors, the core of the assistance staff, need to have learning assistance skills. If the potential for these skills can be identified when selecting tutors, the training method will be more efficient. Also, learning assistance skills are thought to be related to learning skills. Therefore, in this paper, we used previous research to identify the relationship between learning skills and learning assistance skills to clarify this. Then, using learning analytics, we explored whether learning support skills can be determined from learning skills.
{"title":"ESTIMATING LEARNING ASSISTANCE SKILLS USING LEARNING ANALYTICS","authors":"Hiroyuki Watanabe, Yoshiko Goda, Atsushi Shimada, M. Yamada","doi":"10.33965/celda2021_202108l024","DOIUrl":"https://doi.org/10.33965/celda2021_202108l024","url":null,"abstract":"Learning assistance is an essential part of higher education. Tutors, the core of the assistance staff, need to have learning assistance skills. If the potential for these skills can be identified when selecting tutors, the training method will be more efficient. Also, learning assistance skills are thought to be related to learning skills. Therefore, in this paper, we used previous research to identify the relationship between learning skills and learning assistance skills to clarify this. Then, using learning analytics, we explored whether learning support skills can be determined from learning skills.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128023423","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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