Scalable monitoring of student interaction indicators in exploratory learning environments

We present and evaluate a web-based architecture for monitoring student-system interaction indicators in Exploratory Learning Environments (ELEs), using as our case study a microworld for secondary school algebra. We discuss the challenging role of teachers in exploratory learning settings and motivate the need for visualisation and notification tools that can assist teachers in focusing their attention across the class and inform teachers' interventions. We present an architecture that can support such Teacher Assistance tools and demonstrate its scalability to allow concurrent usage by thousands of users (students and teachers)

Affective learning: improving engagement and enhancing learning with affect-aware feedback

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning

The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges.

This article describes the MOOCS and Learning Analytics framework (MOLAC). Based on a brief review of ongoing challenges in the field, the article develops a vision for the future use of MOOCs and Learning Analytics to foster educational innovation

Visualisation of Interactions in Online Collaborative Learning Environments

Much research in recent years has focused on the introduction of ‘Virtual Learning Environments’ (VLE’s) to universities, documenting practice and sharing experience. Communicative tools are the means by which VLE’s have the potential to transform learning with computers from being passive and transmissive in nature, to being active and constructivist. Attention has been directed towards the importance of online dialogue as a defining feature of the VLE. However, practical methods of reviewing and analysing online communication to encode and trace cycles of real dialogue (and learning) have proved somewhat elusive. Qualitative methods are under-used for VLE discussions, since they demand new sets of research skills for those unfamiliar with those methods. Additionally, it can be time-intensive to learn them. This thesis aims to build an improved and simple-to-use analytical tool for Moodle that will aid and support teachers and administrators to understand and analyse interaction patterns and knowledge construction of the participants involved in ongoing online interactions. After reviewing the strengths and shortcomings of the existing visualisation models, a new visualisation tool called the Virtual Interaction Mapping System (VIMS) is proposed which is based on a framework proposed by Schrire (2004) to graphically represent social presence and manage the online communication patterns of the learners using Moodle. VIMS produces multiple possible views of interaction data so that it can be evaluated from many perspectives; it can be used to represent interaction data both qualitatively and quantitatively. The units of analysis can be represented graphically and numerically for more extensive evaluation. Specifically, these indicators are communication type, participative level, meaningful content of discussion, presence of lurkers, presence of moderators, and performance of participants individually and as a group. It thus enables assessment of the triangular relationship between conversationcontent, online participation and learnin

StressMon: Scalable detection of perceived stress and depression using passive sensing of changes in work routines and group interactions

National Research Foundation (NRF) Singapore under its IDM Futures Funding Initiativ

Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway

publishedVersio

Assessing learners’ satisfaction in collaborative online courses through a big data approach

none4noMonitoring learners' satisfaction (LS) is a vital action for collecting precious information and design valuable online collaborative learning (CL) experiences. Today's CL platforms allow students for performing many online activities, thus generating a huge mass of data that can be processed to provide insights about the level of satisfaction on contents, services, community interactions, and effort. Big Data is a suitable paradigm for real-time processing of large data sets concerning the LS, in the final aim to provide valuable information that may improve the CL experience. Besides, the adoption of Big Data offers the opportunity to implement a non-intrusive and in-process evaluation strategy of online courses that complements the traditional and time-consuming ways to collect feedback (e.g. questionnaires or surveys). Although the application of Big Data in the CL domain is a recent explored research area with limited applications, it may have an important role in the future of online education. By adopting the design science research methodology, this article describes a novel method and approach to analyse individual students' contributions in online learning activities and assess the level of their satisfaction towards the course. A software artefact is also presented, which leverages Learning Analytics in a Big Data context, with the goal to provide in real-time valuable insights that people and systems can use to intervene properly in the program. The contribution of this paper can be of value for both researchers and practitioners: the former can be interested in the approach and method used for LS assessment; the latter can find of interest the system implemented and how it has been tested in a real online course.openElia G.; Solazzo G.; Lorenzo G.; Passiante G.Elia, G.; Solazzo, G.; Lorenzo, G.; Passiante, G

Scalable agile frameworks in large enterprise project portfolio management

Con un alcance de estudio exploratorio, debido a que se ha investigado poco y se encuentra en un estado emergente, el propósito de la investigación fue explorar la implementación de los marcos ágiles escalables en la gestión del portafolio de proyectos (PPM) de grandes empresas. Además, este estudio de caso cualitativo planteó la siguiente pregunta principal de investigación: ¿De qué manera los marcos ágiles escalables se implementan en la PPM de grandes empresas, y por qué? Este estudio recopiló información de 59 portafolios de proyectos en 22 empresas con implementaciones de métodos ágiles y marcos ágiles escalables de las industrias tecnologías de la información (IT- por sus siglas en inglés), financiera y telecomunicaciones, de México, Colombia, Perú, Ecuador, Costa Rica y Chile, mediante 43 entrevistas en profundidad semiestructuradas. Los hallazgos revelan que existen portafolios de proyectos con alta variabilidad en servicio, producto e innovación, y con implementaciones híbridas de Scaled Agile Framework (SAFe), Spotify Model y Scrum. Además, enfrentan diferentes desafíos relacionados con la implementación de los marcos ágiles escalables en la PPM, la cultura organizacional, resistencia al cambio y liderazgo estratégico. Del mismo modo, los hallazgos demuestran que los marcos ágiles son una opción viable para optimizar el time-to-market, aumentar la productividad de los equipos y mejorar la comunicación a nivel general. Este estudio es uno de los primeros en explorar cómo implementan las grandes empresas los marcos ágiles escalables en la PPM para llenar el vacío en la literatura relacionado con cómo y cuándo las empresas deben abordar un proceso de transformación ágil que funcione de manera exitosa en su PPM. Por lo tanto, este estudio proporciona evidencia empírica de seis países latinoamericanos como base potencial para futuras investigaciones y publicaciones.With an exploratory study scope, due to little research and in an emerging state, the purpose of the research was to explore the implementation of scalable agile frameworks in project portfolio management (PPM) of large enterprises. This qualitative case study posed as its primary research question: How and why are scalable agile frameworks implemented in the PPM of large companies? Further, this study used the purposive sampling method and the snowball technique. Data were collected from 59 project portfolios in 22 companies with agile and scalable agile framework implementations in the information technology (IT), financial and telecommunications industries in Mexico, Colombia, Peru, Ecuador, Costa Rica and Chile, through 43 semi-structured in-depth interviews. The findings reveal that there are project portfolios with high variability in service, product and innovation, and with hybrid implementations of Scaled Agile Framework (SAFe), Spotify Model and Scrum. In addition, they face different challenges related to the implementation of scalable agile frameworks in PPM, organizational culture, resistance to change, and strategic leadership. Similarly, the findings demonstrate that agile frameworks are a viable option to optimize time-to-market, increase team productivity and improve communication across the board. This study represents one of the first to explore how large companies implement scalable agile frameworks in PPM to fill the gap in the literature related to how and when companies should approach an agile transformation process working successfully in their PPM. Accordingly, this study provides empirical evidence from six Latin American countries as a potential basis for future research and publications

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report

The report presents and analyses eight case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers