Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools

Feedback in exploratory learning systems has been depicted as an important contributor to encourage exploration. However, few studies have explored learners’ interaction patterns associated with feedback and the use of external representations in exploratory learning environments. This study used Fractions Lab, an exploratory learning environment for mathematics, to facilitate children’s conceptual understanding of fractions in three Chinese schools. Students (n = 189) from six different classes were invited to use Fractions Lab, and 260,000 event logs were collected. Beyond demonstrating the overall efficacy of the approach, lag sequential analysis supported us in approaching a deeper understanding of patterns of interaction. The findings highlight that the design of three-levels of feedback (Socratic, guidance, and didactic-procedural feedback) played different roles in supporting students to use external representations to perform mathematical tasks in an exploratory learning environment. This study sheds light on how these interaction patterns might be applied to the Fractions Lab system in order to provide increasingly tailored support, based on cultural differences, to enhance students’ technology-mediated learning experiences

Early Prediction of Conceptual Understanding in Interactive Simulations

Interactive simulations allow students to independently explore scientific phenomena and ideally infer the underlying principles through their exploration. Effectively using such environments is challenging for many students and therefore, adaptive guidance has the potential to improve student learning. Providing effective support is, however, also a challenge because it is not clear how effective inquiry in such environments looks like. Previous research in this area has mostly focused on grouping students with similar strategies or identifying learning strategies through sequence mining. In this paper, we investigate features and models for an early prediction of conceptual understanding based on clickstream data of students using an interactive Physics simulation. To this end, we measure students’ conceptual understanding through a task they need to solve through their exploration. Then, we propose a novel pipeline to transform clickstream data into predictive features, using latent feature representations and interaction frequency vectors for different components of the environment. Our results on interaction data from 192 undergraduate students show that the proposed approach is able to detect struggling students early on

Process data, the new frontier for assessment development: rich new soil or a quixotic quest?

This paper presents the concepts and observations in the author's keynote address at the May 2019 "Opportunity versus Challenge: Exploring Usage of Log-File and Process Data in International Large-Scale Assessments" conference in Dublin, Ireland. This paper recaps briefly some key points that emerged at the December 2018 ETS symposium on process data in Washington, DC, and suggests some common terminology and concepts for facilitating future meaningful discussion. It then borrows some concepts from evolutionary biologists to take a critical look at process data and some of its ethical implications before turning to discuss major applications for and challenges of using process data and logfiles. The second half of this paper then maps out the terrain in which process data emerges as a "byproduct" of the shift from paper-and-pencil testing to digital-based assessments (DBA) and looks closely at how process data interacts with the development and operationalization of assessment systems. This interaction suggests new, fresh ways of improving national and international assessment system processes, and ultimately the measurement of cognitive skills, while venturing into the new frontiers opened with process data

A Guided Chatbot Learning Experience in the Science Classroom

This dissertation describes a practitioner’s design-based development of a prototype chatbot to guide students in learning biological concepts of genetic mutations and protein synthesis. This chatbot’s architecture provides learning activities, feedback, and support throughout a series of short, connected lessons. The chatbot is designed to scaffold learners through a predict, observe, explain model of inquiry learning. It utilizes real-world phenomena to lead students through biology core ideas, science and engineering practices, and crosscutting concepts. Results of prototype testing include survey results in support of the proof of concept among both students and teachers, as well as accuracy measurements of chatbot intents. Descriptive statistics and suggestions were collected from both groups to evaluate the relevancy, consistency, practicality, and effectiveness of the project as well as speak to improvements for future projects. The designer finds that the construction of chatbots as guided learning experiences holds untapped potential in science educational technology. Advisor: Guy Traini

Four Futures For Occupational Safety and Health

Rapid changes to the nature of work have challenged the capacity of existing occupational safety and health (OSH) systems to ensure safe and productive workplaces. An effective response will require an expanded focus that includes new tools for anticipating and preparing for an uncertain future. Researchers at the U.S. National Institute for Occupational Safety and Health (NIOSH) have adopted the practice of strategic foresight to structure inquiry into how the future will impact OSH. Rooted in futures studies and strategic management, foresight creates well-researched and informed future scenarios that help organizations better prepare for potential challenges and take advantage of new opportunities. This paper summarizes the inaugural NIOSH strategic foresight project, which sought to promote institutional capacity in applied foresight while exploring the future of OSH research and practice activities. With multidisciplinary teams of subject matter experts at NIOSH, we undertook extensive exploration and information synthesis to inform the development of four alternative future scenarios for OSH. We describe the methods we developed to craft these futures and discuss their implications for OSH, including strategic responses that can serve as the basis for an action-oriented roadmap toward a preferred future

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe