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Designing pedagogical interventions to support student use of learning analytics
- A. Wise
- 24 March 2014
Four principles of pedagogical learning analytics intervention design that can be used by teachers and course developers to support the productive use of learning analytics by students are introduced and three core processes in which to engage students are described.
Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design
The framework advances thinking in the area by highlighting decisions in TUI design important for learning, providing initial guidance for thinking about these decisions through the lenses of theories of cognition and learning, and generating a blueprint for research on testable mechanisms of action by which Tui design can affect learning.
The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning
Results indicate that social presence affects the learner's interactions and perception of the instructor but has no effect on perceived learning, satisfaction, engagement, or the quality of their final course product.
Why Theory Matters More than Ever in the Age of Big Data
It is an exhilarating and important time for conducting research on learning, with unprecedented quantities of data available. There is danger, however, in thinking that with enough data, the numbers…
Visions of CSCL: eight provocations for the future of the field
This paper conducts an iterative and generative consultation with members of the CSCL community and presents a series of eight provocations, each presented as a dialogue between the Provocateur/Provocatrice and the Conciliator, addressing the debated need for six things.
Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use
Initial steps are taken towards developing design knowledge for this “middle space,” with a focus on students as analytics users, and a process model is presented for conceptualizing students’ learning analytics use as part of a self-regulatory cycle of grounding, goal-setting, action and reflection.
Bringing order to chaos in MOOC discussion forums with content-related thread identification
Results showed that content-related posts in the statistics MOOC had distinct linguistic features which appeared to be unrelated to the subject-matter domain; the linguistic model demonstrated good cross-course reliability and was useful across all time segments of the courses.
Supporting Future Faculty in Developing their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
- A. Wise
Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is…
Learning Analytics for Online Discussions: Embedded and Extracted Approaches
An application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in asynchronous online discussions finds that the learning analytics intervention supported changes in students’ discussion participation.
Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making
The process of using analytic data to inform instructional decision-making is acknowledged to be complex; however, details of how it occurs in authentic teaching contexts have not been fully…