Educational dashboard: Difference between revisions

The educational technology and digital learning wiki
Jump to navigation Jump to search
mNo edit summary
mNo edit summary
Line 10: Line 10:
== Learner Feedback ==
== Learner Feedback ==


Teachers need to gain primary technology skills in their instructional processes but they will be most successful using technology as a learning tool for their students if they can help students to move into vast domains of knowledge where they might not be experts, and “model their own learning process when they encounter phenomena they do not understand or questions they cannot answer” (Jonassen, Peck, & Wilson, 1999:22 cited by Keengwe et al., 2008).
{{quotationbox|Teachers need to gain primary technology skills in their instructional processes but they will be most successful using technology as a learning tool for their students if they can help students to move into vast domains of knowledge where they might not be experts, and “model their own learning process when they encounter phenomena they do not understand or questions they cannot answer”}} (Jonassen, Peck, & Wilson, 1999:22 cited by Keengwe et al., 2008).


== Teacher Dashboards ==
== Teacher Dashboards ==
Line 18: Line 18:


Brown et al. (2006), within the framework of the [http://www.cmu.edu/oli Open Learning Initiative] implemented an Instructor Digital Dashboard.  
Brown et al. (2006), within the framework of the [http://www.cmu.edu/oli Open Learning Initiative] implemented an Instructor Digital Dashboard.  
{{quotation|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). }} ([http://www.editlib.org/p/23841 Brown et al., 2006])
{{quotationbox|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). }} ([http://www.editlib.org/p/23841 Brown et al., 2006])
 
== Knowledge organization cockpits ==
 
{{quotationbox|The cockpit metaphor combines different aspects of visualization with each other and provides different views and perspectives respectively: 1) Visualization of the same data using the same visualizations with different parameters (Level-of-Details). 2) Visualization of the same data with different linked visualization-types (perspectives). 3. Visualization of different data with the same visualization-types (comparison of information.). 4) Visualization of different data with different visualization-types (aspect-oriented visualization). With the different adjustments of the visualization cockpits, different goals of a learner or information searcher can be achieved and to different requirements can be responded.}} ([http://www.editlib.org/p/45688 Naezmi et al., 2012]




Line 42: Line 46:


* 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.  
* 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.  
* Nazemi, K., Breyer, M., Burkhardt, D. & Fellner, D. (2010). Visualization Cockpit: Orchestration of Multiple Visualizations for Knowledge-Exploration. International Journal of Advanced Corporate Learning (iJAC), 3(4), 26-34. assel university press GmbH.


* Pagliano, O., Brown, W., Rule, G. & Bajzek, D. (2007). Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 144-150). Chesapeake, VA: AACE. http://www.editlib.org/p/26317
* Pagliano, O., Brown, W., Rule, G. & Bajzek, D. (2007). Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 144-150). Chesapeake, VA: AACE. http://www.editlib.org/p/26317

Revision as of 17:32, 30 April 2014

Draft

<pageby nominor="false" comments="false"/>

Introduction

See also:


Learner Feedback

Teachers need to gain primary technology skills in their instructional processes but they will be most successful using technology as a learning tool for their students if they can help students to move into vast domains of knowledge where they might not be experts, and “model their own learning process when they encounter phenomena they do not understand or questions they cannot answer”

(Jonassen, Peck, & Wilson, 1999:22 cited by Keengwe et al., 2008).

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), within the framework of the Open Learning Initiative 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)

Knowledge organization cockpits

The cockpit metaphor combines different aspects of visualization with each other and provides different views and perspectives respectively: 1) Visualization of the same data using the same visualizations with different parameters (Level-of-Details). 2) Visualization of the same data with different linked visualization-types (perspectives). 3. Visualization of different data with the same visualization-types (comparison of information.). 4) Visualization of different data with different visualization-types (aspect-oriented visualization). With the different adjustments of the visualization cockpits, different goals of a learner or information searcher can be achieved and to different requirements can be responded.

(Naezmi et al., 2012


Examples

SNAPP

Bibliography

  • Bajzek, D., Brown, W., Lovett, M. & Rule, G. (2007). Inventing the Digital Dashboard for Learning. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1084-1092). Chesapeake, VA: AACE. http://www.editlib.org/p/25512
  • 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
  • Jonassen, D.H., Peck, K.L., & Wilson, B.G. (1999) Learning with technology: A constructive perspective. Upper Saddle River, NJ: Prentice Hall.
  • Keengwe, J., Onchwari, G. & Wachira, P. (2008). The Use of Computer Tools to Support Meaningful Learning. AACE Journal, 16(1), 77-92. http://www.editlib.org/p/23647
  • 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.
  • Nazemi, K., Breyer, M., Burkhardt, D. & Fellner, D. (2010). Visualization Cockpit: Orchestration of Multiple Visualizations for Knowledge-Exploration. International Journal of Advanced Corporate Learning (iJAC), 3(4), 26-34. assel university press GmbH.
  • Pagliano, O., Brown, W., Rule, G. & Bajzek, D. (2007). Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 144-150). Chesapeake, VA: AACE. http://www.editlib.org/p/26317
  • Peiper, C.E. (2008). A teacher's dashboard: Monitoring students in Tablet PC classroom settings. Ph.D. thesis, University of Illinois at Urbana-Champaign.
  • Schifter, C., Natarajan, U., Ketelhut, D.J., Carey, M. & Ryu, M. (2013). Data Driven Decision Making: Facilitating teachers’ use of Student Data to change classroom instruction. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 2945-2950). Chesapeake, VA: AACE. http://www.editlib.org/p/48539
  • 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
Retrieved from "https://edutechwiki.unige.ch/mediawiki/index.php?title=Educational_dashboard&oldid=53052"