Instruments for visualization of self, co, and socially shared regulation of learning using multimodal analytics:a systematic review

Abstract. This thesis presents a systematic literature review in the intersection of multimodal learning analytics, regulation theories of learning, and visual analytics literature of the last decade (2011- 2021). This review is to collect existing research-based instruments designed to visualize Self-Regulation of Learning (SRL), Co-Regulation of learning (CoRL), and Socially Shared Regulation of learning (SSRL) using dashboards and multimodal data. The inclusion and exclusion criteria used in this review addressed two main aims. First, to distil settings, instruments, constructs, and audiences. Second, to identify visualization used for targets (i.e., cognition, motivation, and emotion), phases (i.e., forethought, performance, and reflection), and types of regulation (i.e., SRL, CoRL, and SSRL). By following the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines, this thesis included 23 peer-reviewed articles out of 383 articles retrieved from 5 different databases searched in April 2021. The main findings from this literature review are (a) the included articles used theoretical grounding of SRL in all articles while CoRL is used only in 3 articles and SSRL only in 2 articles; (b) most articles used both teachers and students as the audience for visual feedback and operated in online learning settings; (c) selected articles focused mainly on visualizing cognition and motivation (17 articles each) as targets of regulation, while emotion as the target was applied only in 6 articles; (d) The performance phase was common to most of the articles and used various visualizations followed by reflection and forethought phases respectively. Simple visualizations, i.e., progress bar chart, line chart, color coding, are used more frequently than bubble chart, stacked column chart, funnel chart, heat maps, and Sankey diagram. Most of the dashboard instruments identified in the review are still improving their designs. Therefore, the results of this review should be put into the context of future studies to be utilized by researchers and teachers in recognizing the missing targets and phases of SRL, CoRL, and SSRL in visualized feedback. Addressing these could also assist them in giving timely feedback on students’ learning strategies to improve their regulatory skills

Rethinking Assessment: Information Literacy Instruction and the ACRL Framework

Most information literacy instruction (ILI) done in academic libraries today is based on the ACRL’s Information Literacy Competency Standards for Higher Education, but with the replacement of these standards by the new Framework for Information Literacy for Higher Education, there is a need to re-evaluate current teaching strategies and instructional techniques so that they can better serve the Framework’s goals. This paper explores current trends in ILI instruction and in the area of assessment in particular, since ILI assessment provides an opportunity not only to evaluate teaching effectiveness but also to reinforce the learning goals of the new Framework itself. It proposes several ways that assessment strategies can be aligned with the goals of the Framework by using guided group discussion, online discussion platforms, and social media platforms, and proposes further avenues for research in the evaluation of such strategies

Data-Driven Modeling of Engagement Analytics for Quality Blended Learning

Engagement analytics is a branch of learning analytics (LA) that focuses on student engagement, with the majority of studies conducted by computer scientists.Thus, rather than focusing on learning, research in this field usually treats education as a scenario for algorithms optimization and it rarely concludes with implications for practice. While LA as a research field is reaching ten years, its contribution to our understanding of teaching and learning and its impact on learning enhancement are still underdeveloped. This paper argues that data-driven modeling of engagement analytics is helpful to assess student engagement and to promote reflections on the quality of teaching and learning. In this article, the authors a) introduce four key constructs (student engagement, learning analytics, engagement analytics, modeling and data-driven modeling); b) explain why data-driven modeling is chosen for engagement analytics and the limitations of using a predefined framework; c) discuss how to use engagement analytics to promote pedagogical reflection using a pilot study as a demonstration. As a final remark, the authors see the need of interdisciplinary collaboration on engagement analytics between computer science and educational science. In fact, this collaboration should enhance the use of machine learning and data mining methods to explore big data in education as a means to provide effective insights for quality educational practice.Peer reviewe

Gifts of the Muse: Reframing the Debate About the Benefits of the Arts

Offers an alternative view of how arts benefits society based on understanding individual, intrinsic benefits as the gateway to more public benefits. Argues that efforts to sustain the supply of the arts should be balanced with a focus on building demand

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Learning Together in Context: Attending to Culture in Early Childhood Family Engagement Initiatives

Family engagement is an influential contributor to children’s success in school. Both children and families benefit, as children whose families are actively involved in their learning tend to have higher test scores and fewer reports of negative behavior; and families can better understand their child’s skills and abilities and have more positive attitudes toward their child’s school (Grant & Ray, 2016). Although schools seek to involve all families through a wide variety of school-based activities, many families, particularly families of color, are often not reached through traditional means of family engagement. When families of color and families from other marginalized groups (e.g., low-socioeconomic-status communities) are included in studies, there is some evidence to suggest that initiatives are less effective for them. Developing more culturally responsive, family-centered learning initiatives may better address families’ needs in ways that foster positive academic and social development of school-aged children. This dissertation includes two stand-alone manuscripts, both related to the design, implementation, and evaluation of culturally responsive family engagement initiatives targeting families from racially/ethnically minoritized backgrounds. The first manuscript reports on the impact of a family workshop series on African American families’ home literacy engagement, caregivers’ self-efficacy in providing literacy support, and children’s literacy gains. The workshop sessions included research-supported literacy strategies in the context of collaborative activities that built on families’ existing literacy engagement, background knowledge, and cultural experiences. I randomly assigned 90 families (94 children) to experimental and control groups. Results indicated a positive impact of the workshop series on caregivers’ self-efficacy in providing their children with reading and writing support (d = 0.37), although these findings were sensitive to data analytic decisions. In non-experimental dosage analyses, I found a positive association between attending three or more sessions and children’s academic reading attitudes (d = 0.38) and their self-efficacy in reading and writing (d = 0.69). There were no series impacts, however, on children’s literacy achievement or caregivers’ reported home literacy engagement. In the second study in this dissertation, I conducted an interpretive synthesis of family engagement initiatives developed for families of kindergarten through third-grade children from racially/ethnically minoritized backgrounds. Among peer-reviewed journal articles published between 1995 and 2017 about programs that aimed to attend to families’ cultural background (N = 21), I examined the ways in which initiatives aligned with one or more parts of Gay’s (2010) framework for culturally responsive teaching. I also synthesized the findings of a subset of the articles (N = 11) that evaluated the described programs to determine their overall effectiveness. Results suggest that although most initiatives affirmed families’ cultural heritages as valid and sought to bridge children’s home and school experiences across program dimensions, initiatives were quite varied in terms of the breadth of and depth in which families’ cultures were represented across program features, such as the program delivery and content. This dissertation addresses two common critiques of culturally responsive approaches to teaching and learning: 1) a lack of empirical evidence that demonstrates the value-added of such programs for children’s academic and social development; and 2) the often-siloed nature of educators’ application of theories of culture and learning, such as culturally responsive teaching, to practice. It contributes to the field by describing alternative and, in some cases, successful models of engagement for educators to consider when supporting children and families from specific cultural groups.PHDEducation & PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/146035/1/shanroch_1.pd

Positive Psychology Toolkit for Coaches

This prospectus for a book or web-based resource titled Positive Psychology Toolkit for Coaches helps coaches bridge the gap between positive psychology research and direct application to effective coaching relationships. It includes a brief overview of positive psychology (from a coaching perspective), an overview of positive psychology tools, a framework that organizes the tools into a cohesive structure that makes them easily accessible to coaches, as well as sample chapters on two Positive Psychology tools: Gratitude and Visualization. Each chapter includes: descriptions of the tools, research, rationale for using in coaching engagements, live cases, assessments, activities, resources and references