'Finally studying for myself' - examining student agency in summative and formative self-assessment models

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students' sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education.Peer reviewe

The Introduction of Yoga Recovery on Physiological and Psychological Stress and Performance in NCAA Athletes

NCAA student athletes face unique physiological and psychological stressors daily, which may contribute to overtraining, burnout, and other physical and mental health issues. However, NCAA institutions often leave recovery up to the individual athlete due to time restriction and Countable Athletic Related Activities (CARA) hour limitations on team mandated activities. Attention to methods to promote recovery from these training loads is increasing in NCAA institutions. A mind-body activity such as yoga is proposed to have physiological and psychological benefits for student athletes. The goal of this review is to identify which aspects of yoga promote the most effective recovery in measures such as: performance, physical biomarkers of stress, muscle damage, heart rate variability, sleep quality, mood state, anxiety, and depression. A recovery yoga protocol is presented, based on the current literature on the topic, to suggest a time- and cost-effective mind-body recovery modality for NCAA student athletes. The recommendation of this review concludes that, among other approaches, NCAA athletes are ideal candidates to undertake the practice of a yoga-based relaxation technique. As such, initial incorporation of yoga is recommended for 20 minutes twice weekly, with a third 60- minute practice each week for a more integrated mind-body yoga experience. From the literature, there is a scientific rationale to understand and anticipate physiological effects such as decreased muscle soreness, heart rate variability, and oxidative stress and psychological effects of improved mood, decreased anxiety, and depression in terms of yoga efficacy. Based on this rationale, introduction of yoga-based recovery is likely to improve some aspects of academic and athletic performance, as well as overall greater wellbeing upon completion of the recommended intervention. However, well-founded conclusions are tentative because explicit mechanistic research is sparse. Accordingly, outcomes based research is needed to confirm the extent to which introduction of these recovery-based approaches will benefit yoga novices

Strengthening the Customer Experience via Interactive Digital Tactics: Evaluating the Quantification of Self and Gamification

Managing customer interactions has evolved, with firms shifting their focus from simply “selling” to customers to instead building more meaningful personal relationships with them. A key part of this new thinking is the customer experience, involving interactions between a customer and brand that provoke a meaningful personal reaction, and often include the consumer playing an active role in tailoring the experience. I examine two interactive innovations, the quantification of self (QOS) and gamification, that are being utilized by marketers to enrich the customer experience. QOS involves the production of highly-detailed individualized performance metrics for personal activity monitoring. Gamification is the use of game design elements to enhance products and services. There is a significant overlap between the two, when gamification is based on QOS metrics. Both QOS and gamification are meant to deepen the consumer experience with a product/brand, in terms of more engagement and more personal benefits derived. In addition, both involve co-creation. My dissertation explores these marketing tactics and their impact on the customer experience. The purpose of essay one is to establish if QOS data, provided via a consumer product, positively impacts motivation toward a goal pursuit. I propose and show support for a mediation model that captures the psychological process underlying QOS’s positive motivational impact. My model suggests three factors mediate the impact of QOS on motivation: 1) feedback loop enhancement, 2) self-empowerment amplification, and 3) goal focus strengthening. This research suggests QOS-based consumer products used as part of a goal pursuit will provide the user with a more personally meaningful experience than a similar non-QOS product. The purpose of essay two is to understand the impact of QOS in wellness programs that are directed by a third party. Since an increase in perceived self-empowerment is found in essay one to be a critical mediating factor in the impact of QOS, this essay explores the hypothesis that QOS loses much of its appeal when run by a third party that is seen as having a power advantage. The theoretical framework for this essay draws from self-determination theory and the consumer empowerment literature. This research identifies an important boundary condition for the impact of QOS. Essay three examines the use of gamification in marketing contexts, including gamification’s impact on the gamified marketing activity itself (enjoyment, emotional attachment) as well as the potential spillover benefits for the brand associated with the activity. I also gauge potential moderators of gamification’s appeal, such as individual’s innate competitiveness and innate propensity for risk. My results suggest gamification has some ability to bolster anticipated enjoyment and interest in joining a marketing activity, though this can vary substantially due to innate personal characteristics and situational factors. No support was found for gamification’s ability to strengthen emotional engagement with the activity or the brand. Drawing from established theoretical foundations such as goal setting theory, self-determination theory and the consumer empowerment literature, these three essays extend marketing theory regarding how interactive, digital-based environments can help marketers strengthen the consumer experience. My research provides models to understand the meaningful benefits consumers derive from these marketing approaches. It also identifies important boundary conditions and modifiers, including innate personal characteristics and situational contexts. In my discussion of results, I provide applicable managerial insights for strengthening relationships between consumers and products/brands

A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing

[EN] Cloud providers such as Amazon Web Services (AWS) stand out as useful platforms to teach distributed computing concepts as well as the development of Cloud-native scalable application architectures on real-world infrastructures. Instructors can benefit from high-level tools to track the progress of students during their learning paths on the Cloud, and this information can be disclosed via educational dashboards for students to understand their progress through the practical activities. To this aim, this paper introduces CloudTrail-Tracker, an open-source platform to obtain enhanced usage analytics from a shared AWS account. The tool provides the instructor with a visual dashboard that depicts the aggregated usage of resources by all the students during a certain time frame and the specific use of AWS for a specific student. To facilitate self-regulation of students, the dashboard also depicts the percentage of progress for each lab session and the pending actions by the student. The dashboard has been integrated in four Cloud subjects that use different learning methodologies (from face-to-face to online learning) and the students positively highlight the usefulness of the tool for Cloud instruction in AWS. This automated procurement of evidences of student activity on the Cloud results in close to real-time learning analytics useful both for semi-automated assessment and student self-awareness of their own training progress.This research was funded by the Spanish Ministerio de Economia, Industria y Competitividad, grant number TIN2016-79951-R (BigCLOE) and by the Vicerrectorado de Estudios, Calidad y Acreditacion of the Universitat Politecnica de Valencia (UPV) to develop the PIME B29.Naranjo, DM.; Prieto, JR.; Moltó, G.; Calatrava Arroyo, A. (2019). A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing. Sensors. 19(13):1-15. https://doi.org/10.3390/s19132952S1151913Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185-195. doi:10.1016/j.compedu.2014.02.011Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best «blend» of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. doi:10.1016/j.compedu.2017.01.003Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:10.1016/j.compedu.2014.07.004Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. doi:10.1016/j.compedu.2014.06.006Molto, G., & Caballer, M. (2014). On using the cloud to support online courses. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. doi:10.1109/fie.2014.7044041González-Martínez, J. A., Bote-Lorenzo, M. L., Gómez-Sánchez, E., & Cano-Parra, R. (2015). Cloud computing and education: A state-of-the-art survey. Computers & Education, 80, 132-151. doi:10.1016/j.compedu.2014.08.017AWS Cloudtrailhttps://aws.amazon.com/cloudtrail/?nc1=h_lsFerguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304. doi:10.1504/ijtel.2012.051816Schwendimann, B. A., Rodriguez-Triana, M. J., Vozniuk, A., Prieto, L. P., Boroujeni, M. S., Holzer, A., … Dillenbourg, P. (2017). Perceiving Learning at a Glance: A Systematic Literature Review of Learning Dashboard Research. IEEE Transactions on Learning Technologies, 10(1), 30-41. doi:10.1109/tlt.2016.2599522Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020). Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation. Computers in Human Behavior, 107, 105512. doi:10.1016/j.chb.2018.05.004Tabaa, Y., & Medouri, A. (2013). LASyM: A Learning Analytics System for MOOCs. International Journal of Advanced Computer Science and Applications, 4(5). doi:10.14569/ijacsa.2013.040516Verbert, K., Govaerts, S., Duval, E., Santos, J. L., Van Assche, F., Parra, G., & Klerkx, J. (2013). Learning dashboards: an overview and future research opportunities. Personal and Ubiquitous Computing. doi:10.1007/s00779-013-0751-2Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12. doi:10.1145/2330601.2330666Ali, L., Hatala, M., Gašević, D., & Jovanović, J. (2012). A qualitative evaluation of evolution of a learning analytics tool. Computers & Education, 58(1), 470-489. doi:10.1016/j.compedu.2011.08.030Leony, D., Pardo, A., de la Fuente Valentín, L., de Castro, D. S., & Kloos, C. D. (2012). GLASS. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12. doi:10.1145/2330601.2330642Vieira, C., Parsons, P., & Byrd, V. (2018). Visual learning analytics of educational data: A systematic literature review and research agenda. Computers & Education, 122, 119-135. doi:10.1016/j.compedu.2018.03.018Jivet, I., Scheffel, M., Specht, M., & Drachsler, H. (2018). License to evaluate. Proceedings of the 8th International Conference on Learning Analytics and Knowledge. doi:10.1145/3170358.3170421Amazon CloudWatchhttps://aws.amazon.com/cloudwatch/?nc1=h_lsSpectrumhttps://spectrumapp.io/Opsview Monitorhttps://www.opsview.com/SignalFxhttps://signalfx.com/AWS Cloud Monitoringhttps://www.solarwinds.com/topics/aws-monitoringLonn, S., Aguilar, S. J., & Teasley, S. D. (2015). Investigating student motivation in the context of a learning analytics intervention during a summer bridge program. Computers in Human Behavior, 47, 90-97. doi:10.1016/j.chb.2014.07.013Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385-407. doi:10.1007/s10648-004-0006-xButler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-281. doi:10.3102/00346543065003245Knight, S., Buckingham Shum, S., & Littleton, K. (2014). Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space. Journal of Learning Analytics, 1(2). doi:10.18608/jla.2014.12.3Jivet, I., Scheffel, M., Drachsler, H., & Specht, M. (2017). Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice. Lecture Notes in Computer Science, 82-96. doi:10.1007/978-3-319-66610-5_

Art Therapy’s Supportive Role in Self-Esteem for Youth and Correlating External Factors

The development of self-esteem in children and adolescents has been greatly influenced by the environment in which they have been exposed and nurtured. The external factors that have been present in an individual’s experiences shape the format and understanding in their perception of self, especially self-esteem. Correlations have been recognized between external factors and levels of self-esteem. With these external factors growing and evolving, research and various therapeutic interactions can support the positive growth of self-esteem. Art therapy has played an altering role in children and adolescents’ perceptions of self through exploration in empowerment and creative therapeutic skills. Art mediums and techniques have been used to reframe the mental perspective of self-esteem and its relationship to the individual in their identity. With a stronger connection toward positive self-esteem, individuals can continue in the progressing phases of adulthood, supporting their empowered sense of self

Nursing Students’ Learning about an Empowering Discourse In Patient Education

The main purpose of this study was to describe and evaluate nursing students' learning about an empowering discourse in patient education. In Phase 1, the purpose was to describe an empowering discourse between a nurse and a patient. In Phase 2, the purpose was first to create a computer simulation program of an empowering discourse based on the description, and second, the purpose was to evaluate nursing students’ learning of how to conduct an empowering discourse using a computer simulation program. The ultimate goal was to strengthen the knowledge basis on empowering discourse and to develop nursing students’ knowledge about how to conduct an empowering discourse for the development of patient education. In Phase I, empowering discourse was described using a systematic literature review with a metasummary technique (n=15). Data were collected covering a period from January 1995 to October 2005. In Phase 2, the computer simulation program of empowering discourse was created based the description in 2006–2007. A descriptive comparative design was used to evaluate students’ (n=69) process of learning empowering discourse using the computer simulation program and a pretest–post-test design without a control group was used to evaluate students’ (n=43) outcomes of learning. Data were collected in 2007. Empowering discourse was a structured process and it was possible to simulate and learned with the computer simulation program. According to students’ knowledge, empowering discourse was an unstructured process. Process of learning empowering discourse using the computer simulation program was controlled by the students and it changed students’ knowledge. The outcomes of learning empowering discourse appeared as changes of students’ knowledge to more holistic and better-organized or only to more holistic or better-organized. The study strengthened knowledge base of empowering discourse and developed students to more knowledgeable in empowering discourse.Siirretty Doriast

Contextualizing physical literacy in the school environment: The challenges

AbstractThe intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a) whole of school approach, (b) effective, differentiated pedagogy, (c) integration of technology for individualized tracking of progress, (d) supportive school climate, and (e) alignment of local efforts with national initiatives