Conceptual framework for process-oriented feedback through Learning Analytics Dashboards

The number of students enrolled in online higher education courses is increasing, and as a result, more data on their learning process is being generated. By exploring this student behavior data through learning analytics, both student and teacher can be provided with process-oriented feedback in the form of dashboards. However, little is known about the typology of relevant feedback in the dashboard to different learning objectives, students and teachers. Although most dashboards and the feedback they provide are based solely on student performance indicators, research shows that such feedback is not sufficient. This article attempts to define a conceptual model that visualizes the relationships between the design of a Learning Analytics Dashboard (LAD) and the concepts of learning science in order to provide process-oriented feedback that supports the regulation of learning. The aim of the work is not to propose a specific design of the LAD to provide feedback, but rather a conceptual framework for the choice of concepts for that design, and therefore to help understand future data needs as a basis for the educational feedback of the dashboards. As a conclusion of our research, we can say that having LADs adapted to any profile (student, teacher, etc.) can improve decision-making processes by showing each user the information that interests them most in the way that best enables them to understand it

Computers for learning : an empirical modelling perspective

In this thesis, we explore the extent to which computers can provide support for domain learning. Computer support for domain learning is prominent in two main areas: in education, through model building and the use of educational software; and in the workplace, where models such as spreadsheets and prototypes are constructed. We shall argue that computerbased learning has only realised a fraction of its full potential due to the limited scope for combining domain learning with conventional computer programming. In this thesis, we identify some of the limitations in the current support that computers offer for learning, and propose Empirical Modelling (EM) as a way of overcoming them. We shall argue that, if computers are to be successfully used for learning, they must support the widest possible range of learning activities. We introduce an Experiential Framework for Learning (EFL) within which to characterise learning activities that range from the private to the public, from the empirical to the theoretical, and from the concrete to the abstract. The term ‘experiential’ reflects a view of knowledge as rooted in personal experience. We discuss the merits of computer-based modelling methods with reference to a broad constructionist perspective on learning that encompasses bricolage and situated learning. We conclude that traditional programming practice is not well-suited to supporting bricolage and situated learning since the principles of program development inhibit the essential cognitive model building activity that informs domain learning. In contrast, the EM approach to model construction directly targets the semantic relation between the computer model and its domain referent and exploits principles that are closely related to the modeller’s emerging understanding or construal. In this way, EM serves as a uniform modelling approach to support and integrate learning activities across the entire spectrum of the EFL. This quality makes EM a particularly suitable approach for computer-based model construction to support domain learning. In the concluding chapters of the thesis, we demonstrate the qualities of EM for educational technology with reference to practical case studies. These include: a range of EM models that have advantages over conventional educational software due to their particularly open-ended and adaptable nature and that serve to illustrate a variety of ways in which learning activities across the EFL can be supported and scaffolded

Computers for learning : an empirical modelling perspective

In this thesis, we explore the extent to which computers can provide support for domain learning. Computer support for domain learning is prominent in two main areas: in education, through model building and the use of educational software; and in the workplace, where models such as spreadsheets and prototypes are constructed. We shall argue that computerbased learning has only realised a fraction of its full potential due to the limited scope for combining domain learning with conventional computer programming. In this thesis, we identify some of the limitations in the current support that computers offer for learning, and propose Empirical Modelling (EM) as a way of overcoming them. We shall argue that, if computers are to be successfully used for learning, they must support the widest possible range of learning activities. We introduce an Experiential Framework for Learning (EFL) within which to characterise learning activities that range from the private to the public, from the empirical to the theoretical, and from the concrete to the abstract. The term ‘experiential’ reflects a view of knowledge as rooted in personal experience. We discuss the merits of computer-based modelling methods with reference to a broad constructionist perspective on learning that encompasses bricolage and situated learning. We conclude that traditional programming practice is not well-suited to supporting bricolage and situated learning since the principles of program development inhibit the essential cognitive model building activity that informs domain learning. In contrast, the EM approach to model construction directly targets the semantic relation between the computer model and its domain referent and exploits principles that are closely related to the modeller’s emerging understanding or construal. In this way, EM serves as a uniform modelling approach to support and integrate learning activities across the entire spectrum of the EFL. This quality makes EM a particularly suitable approach for computer-based model construction to support domain learning. In the concluding chapters of the thesis, we demonstrate the qualities of EM for educational technology with reference to practical case studies. These include: a range of EM models that have advantages over conventional educational software due to their particularly open-ended and adaptable nature and that serve to illustrate a variety of ways in which learning activities across the EFL can be supported and scaffolded.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Assessing the influence of feedback-inclusive rapid prototyping on understanding the semantics of parallel UML statecharts by novice modelers

Context: UML diagrams are the de facto standard for analysing, communicating and designing software systems, as well as automated code generation. However there is a certain degree of difficulty in understanding a system represented by means of UML diagrams. Object: Our previous research demonstrates a significant improvement in understanding the structural aspects of a system represented as a UML class diagram when using a feedback-inclusive prototype of a model. This paper extends our previous work with an empirical validation study for the effectiveness of the feedback-inclusive rapid prototyping (FIRP) method, on the comprehension of system dynamics represented as multiple interacting UML statecharts. Because models often combine structural and behavioural views that are highly intertwined, we additionally evaluate the effectiveness of the proposed method with respect to comprehension of the between-view consistency. Method: The FIRP environment was built following the principles of Design Science Research in Information Systems. This study targets the empirical validation of the effectiveness of the proposed technique using an experimental study method. Two experiments were conducted with the participation of 65 final-year master students in the context of different modelling courses from different study programs at KU Leuven using a two-group factorial experimental design. The effectiveness of the FIRP method was measured by comparing students’ performance between the cycles with and without the use of the method, using the understandability (comprehension test results) as the dependent variable and the use of FIRP as the independent variable. Effects from unknown variables were neutralized by means of randomized group compositions. The effectiveness of FIRP was additionally assessed with respect to personal characteristics (age, gender, self-efficacy) and user acceptance (perceived ease of use, perceived utility, preference, satisfaction). Results: The findings reveal a significant positive impact of the use of the prototyping technique on students’ comprehension of system dynamics represented as multiple interacting statecharts. Conclusions: The findings provide empirical support for the advantage of the use of FIRP over manual inspection of interacting statecharts. The findings also suggest that the method is suitable for training system's analysis and modelling skills when UML statecharts are involved.publisher: Elsevier articletitle: Assessing the influence of feedback-inclusive rapid prototyping on understanding the semantics of parallel UML statecharts by novice modellers journaltitle: Information and Software Technology articlelink: http://dx.doi.org/10.1016/j.infsof.2016.11.001 content_type: article copyright: © 2016 Elsevier B.V. All rights reserved.status: publishe

Safety and Reliability - Safe Societies in a Changing World

The contributions cover a wide range of methodologies and application areas for safety and reliability that contribute to safe societies in a changing world. These methodologies and applications include: - foundations of risk and reliability assessment and management - mathematical methods in reliability and safety - risk assessment - risk management - system reliability - uncertainty analysis - digitalization and big data - prognostics and system health management - occupational safety - accident and incident modeling - maintenance modeling and applications - simulation for safety and reliability analysis - dynamic risk and barrier management - organizational factors and safety culture - human factors and human reliability - resilience engineering - structural reliability - natural hazards - security - economic analysis in risk managemen