Educational Data Analytics for Teachers and School Leaders

Educational Data Analytics (EDA) have been attributed with significant benefits for enhancing on-demand personalized educational support of individual learners as well as reflective course (re)design for achieving more authentic teaching, learning and assessment experiences integrated into real work-oriented tasks. This open access textbook is a tutorial for developing, practicing and self-assessing core competences on educational data analytics for digital teaching and learning. It combines theoretical knowledge on core issues related to collecting, analyzing, interpreting and using educational data, including ethics and privacy concerns. The textbook provides questions and teaching materials/ learning activities as quiz tests of multiple types of questions, added after each section, related to the topic studied or the video(s) referenced. These activities reproduce real-life contexts by using a suitable use case scenario (storytelling), encouraging learners to link theory with practice; self-assessed assignments enabling learners to apply their attained knowledge and acquired competences on EDL. By studying this book, you will know where to locate useful educational data in different sources and understand their limitations; know the basics for managing educational data to make them useful; understand relevant methods; and be able to use relevant tools; know the basics for organising, analysing, interpreting and presenting learner-generated data within their learning context, understand relevant learning analytics methods and be able to use relevant learning analytics tools; know the basics for analysing and interpreting educational data to facilitate educational decision making, including course and curricula design, understand relevant teaching analytics methods and be able to use relevant teaching analytics tools; understand issues related with educational data ethics and privacy. This book is intended for school leaders and teachers engaged in blended (using the flipped classroom model) and online (during COVID-19 crisis and beyond) teaching and learning; e-learning professionals (such as, instructional designers and e-tutors) of online and blended courses; instructional technologists; researchers as well as undergraduate and postgraduate university students studying education, educational technology and relevant fields

Investigation of factors affecting students\u27 satisfaction with online course components.

Technological advances in Internet delivery have allowed university course offerings to change from synchronous to asynchronous. These changes have occurred so rapidly that Web-based (WB) courses have proliferated without significant research as to their effectiveness from a student\u27s perspective (Ewing-Taylor, 1999). Researchers are aware that it is not sufficient to measure the effectiveness of WB learning purely through testing and grades. Indeed, Marshall (1999) pointed out that it is necessary to look at and evaluate the process of delivery and attitudes toward various delivery methods as well as course components in order to design more effective courses for Web delivery and to explore their effectiveness. Five quasi-models of descriptive characteristics (Demographic, Experiential, Motivational, Learning Styles, Instructional Design) were singled out as potentially having an impact on students\u27 satisfaction with the online course components (email, hypertext, online threaded discussions, web links, chat, video, audio, simulations, and graphics). The purpose of this study was to investigate various factors that might affect students\u27 satisfaction with online course components. Data were collected from 240 online undergraduate students using an online questionnaire. The findings of this study may lead educators to rethink the process of Instructional Design (ID). They may shift or adapt the traditional ID models and theories to accommodate the new features of online courses. At the very least, a deeper understanding about the Web as a mode of delivery in distance education and its effects on distance learning should emerge. Furthermore, the findings from this research study may strengthen our understanding of how students\u27 internal characteristics affect learning outcomes in technology-mediated online environment. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Q74. Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0517. Adviser: David Kellenberger. Thesis (Ph.D.)--University of Windsor (Canada), 2004

Educational Data Analytics for Teachers and School Leaders

Educational Data Analytics (EDA) have been attributed with significant benefits for enhancing on-demand personalized educational support of individual learners as well as reflective course (re)design for achieving more authentic teaching, learning and assessment experiences integrated into real work-oriented tasks. This open access textbook is a tutorial for developing, practicing and self-assessing core competences on educational data analytics for digital teaching and learning. It combines theoretical knowledge on core issues related to collecting, analyzing, interpreting and using educational data, including ethics and privacy concerns. The textbook provides questions and teaching materials/ learning activities as quiz tests of multiple types of questions, added after each section, related to the topic studied or the video(s) referenced. These activities reproduce real-life contexts by using a suitable use case scenario (storytelling), encouraging learners to link theory with practice; self-assessed assignments enabling learners to apply their attained knowledge and acquired competences on EDL. By studying this book, you will know where to locate useful educational data in different sources and understand their limitations; know the basics for managing educational data to make them useful; understand relevant methods; and be able to use relevant tools; know the basics for organising, analysing, interpreting and presenting learner-generated data within their learning context, understand relevant learning analytics methods and be able to use relevant learning analytics tools; know the basics for analysing and interpreting educational data to facilitate educational decision making, including course and curricula design, understand relevant teaching analytics methods and be able to use relevant teaching analytics tools; understand issues related with educational data ethics and privacy. This book is intended for school leaders and teachers engaged in blended (using the flipped classroom model) and online (during COVID-19 crisis and beyond) teaching and learning; e-learning professionals (such as, instructional designers and e-tutors) of online and blended courses; instructional technologists; researchers as well as undergraduate and postgraduate university students studying education, educational technology and relevant fields

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

The Component Packaging Problem: A Vehicle for the Development of Multidisciplinary Design and Analysis Methodologies

This report summarizes academic research which has resulted in an increased appreciation for multidisciplinary efforts among our students, colleagues and administrators. It has also generated a number of research ideas that emerged from the interaction between disciplines. Overall, 17 undergraduate students and 16 graduate students benefited directly from the NASA grant: an additional 11 graduate students were impacted and participated without financial support from NASA. The work resulted in 16 theses (with 7 to be completed in the near future), 67 papers or reports mostly published in 8 journals and/or presented at various conferences (a total of 83 papers, presentations and reports published based on NASA inspired or supported work). In addition, the faculty and students presented related work at many meetings, and continuing work has been proposed to NSF, the Army, Industry and other state and federal institutions to continue efforts in the direction of multidisciplinary and recently multi-objective design and analysis. The specific problem addressed is component packing which was solved as a multi-objective problem using iterative genetic algorithms and decomposition. Further testing and refinement of the methodology developed is presently under investigation. Teaming issues research and classes resulted in the publication of a web site, (http://design.eng.clemson.edu/psych4991) which provides pointers and techniques to interested parties. Specific advantages of using iterative genetic algorithms, hurdles faced and resolved, and institutional difficulties associated with multi-discipline teaming are described in some detail

Formative Assessment for mathematics teaching and learning

This book aims at describing pathways and achievements of the LLP Comenius Project “FAMT&L – Formative Assessment in mathematics for teaching and learning”. The main purpose of this research project was to encourage the use of formative assessment in the teaching-learning process carried out by mathematics teachers in lower secondary school. Through the voices of the several actors involved in this project, the book wants to contribute to the international debate on issues regarding teachers’ professionalism in the European school systems: specifically, on the development of the professional skills of teachers in the field of assessment practices and on the use of formative assessment in the classroom

Detecting Dissimilar Classes of Source Code Defects

Software maintenance accounts for the most part of the software development cost and efforts, with its major activities focused on the detection, location, analysis and removal of defects present in the software. Although software defects can be originated, and be present, at any phase of the software development life-cycle, implementation (i.e., source code) contains more than three-fourths of the total defects. Due to the diverse nature of the defects, their detection and analysis activities have to be carried out by equally diverse tools, often necessitating the application of multiple tools for reasonable defect coverage that directly increases maintenance overhead. Unified detection tools are known to combine different specialized techniques into a single and massive core, resulting in operational difficulty and maintenance cost increment. The objective of this research was to search for a technique that can detect dissimilar defects using a simplified model and a single methodology, both of which should contribute in creating an easy-to-acquire solution. Following this goal, a ‘Supervised Automation Framework’ named FlexTax was developed for semi-automatic defect mapping and taxonomy generation, which was then applied on a large-scale real-world defect dataset to generate a comprehensive Defect Taxonomy that was verified using machine learning classifiers and manual verification. This Taxonomy, along with an extensive literature survey, was used for comprehension of the properties of different classes of defects, and for developing Defect Similarity Metrics. The Taxonomy, and the Similarity Metrics were then used to develop a defect detection model and associated techniques, collectively named Symbolic Range Tuple Analysis, or SRTA. SRTA relies on Symbolic Analysis, Path Summarization and Range Propagation to detect dissimilar classes of defects using a simplified set of operations. To verify the effectiveness of the technique, SRTA was evaluated by processing multiple real-world open-source systems, by direct comparison with three state-of-the-art tools, by a controlled experiment, by using an established Benchmark, by comparison with other tools through secondary data, and by a large-scale fault-injection experiment conducted using a Mutation-Injection Framework, which relied on the taxonomy developed earlier for the definition of mutation rules. Experimental results confirmed SRTA’s practicality, generality, scalability and accuracy, and proved SRTA’s applicability as a new Defect Detection Technique

Operational Research IO2017, Valença, Portugal, June 28-30

This proceedings book presents selected contributions from the XVIII Congress of APDIO (the Portuguese Association of Operational Research) held in Valença on June 28–30, 2017. Prepared by leading Portuguese and international researchers in the field of operations research, it covers a wide range of complex real-world applications of operations research methods using recent theoretical techniques, in order to narrow the gap between academic research and practical applications. Of particular interest are the applications of, nonlinear and mixed-integer programming, data envelopment analysis, clustering techniques, hybrid heuristics, supply chain management, and lot sizing and job scheduling problems. In most chapters, the problems, methods and methodologies described are complemented by supporting figures, tables and algorithms. The XVIII Congress of APDIO marked the 18th installment of the regular biannual meetings of APDIO – the Portuguese Association of Operational Research. The meetings bring together researchers, scholars and practitioners, as well as MSc and PhD students, working in the field of operations research to present and discuss their latest works. The main theme of the latest meeting was Operational Research Pro Bono. Given the breadth of topics covered, the book offers a valuable resource for all researchers, students and practitioners interested in the latest trends in this field.info:eu-repo/semantics/publishedVersio