Educational dashboard

Draft

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Introduction

See also:

• learning progress analytics

Teacher Dashboards

“A challenging task for most, if not all instructors, is the task of trying to gauge student interest and learning during the course of a lecture. Under current approaches, it is very difficult to understand how well the students are grasping the lecture while the lecture is in progress.” (Peiper, 2009).

Brown et al. (2006) implemented an Instructor Digital Dashboard. “From research on how students learn, two well-supported principles have emerged that are particularly relevant to addressing these challenges. First, students’ learning improves and their understanding deepens when they are given timely and targeted feedback on their work (Butler & Winne, 1995; Corbett & Anderson, 2001; NRC, 2000, 2001). By “feedback” we refer to corrections, suggestions, cues, and explanations that are tailored to the individual’s current performance and that encourage revision and refinement. Second, for students to benefit from a conceptual framework that organizes the material they are learning, instruction needs to make that framework salient, and students need to practice making connections between related ideas (Eylon & Reif, 1984).” (Brown et al., 2006)

Examples

SNAPP

Bibliography

• Brown, W.E., Lovett, M., Bajzek, D. & Burnette, J.M. (2006). Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1030-1035). Chesapeake, VA: AACE. http://www.editlib.org/p/23841

• Ferguson, R., Buckingham Shum, S. and Deakin Crick, R. (2011). EnquiryBlogger – Using widgets to support awareness and reflection in a PLE setting. In W. Reinhardt, & T. D. Ullmann (Eds.), 1st Workshop on Awareness and Reflection in Personal Learning Environments, PLE 2011 Conference, UK. Eprint: http://oro.open.ac.uk/30598

• Dawson, S. (2009). ‘Seeing’ the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736-752

• Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and Implementation of a Learning Analytics Toolkit for Teachers. Educational Technology & Society, 15 (3), 58–76. http://www.ifets.info/journals/15_3/5.pdf

• Govaerts, S., K. Verbert, J. Klerkx, E. Duval (2010). Visualizing Activities for Self-reflection and Awareness, The 9th International Conference on Web-based Learning, ICWL 2010, Springer, Lecture Notes on Computer Science. Available at https://lirias.kuleuven.be/handle/123456789/283362.

• Peiper, C.E. (2008). A teacher's dashboard: Monitoring students in Tablet PC classroom settings. Ph.D. thesis, University of Illinois at Urbana-Champaign.

• Simeon J. Simoff and Mary Lou Maher. Analysing participation in collaborative design environments. Design Studies, 21(2):119-144, 2000.

• Soller, A.,A. Martinez, P. Jermann, and M.Muehlenbrock (2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. Int. J. Artif. Intell. Ed. 15, 4 261-290.

• Soller, A., A. Martinez, P. Jermann, and M. Muehlenbrock (2004). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. ITS 2004 Workshop on Computational Models of Collaborative Learning, Retrieved, April 12 2012 from http://www.cscl-research.com/Dr/ITS2004Workshop/proceedings.pdf