Multimedia learning and dyslexia

Multimedia learning environments are becoming more and more common in education. In these environments, information is presented in pictorial, written, and/or auditorial form. A specific form of a multimedia learning environment is the audio-support children and adults with dyslexia often use to compensate for their reading problems. However, while audio-support may compensate reading problems, it may also impact learning. According to the Cognitive Theory of Multimedia Learning (CTML presenting the same content simultaneously as written text and as audio would hamper learning, due to overloading the working memory. For students with dyslexia, on the one hand it can be hypothesized that adding audio to written text could enhance learning since it compensates for their reading difficulties. On the other hand, working memory in students with dyslexia is often found to be impaired, and they also seem to process information differently than typically developing peers. Existing research is inconclusive regarding the extent to which audio-support impacts learning in learners with dyslexia. The main goal of the current dissertation is to examine how audio support affects learning of learners with and without dyslexia. The findings show that theoretical models can certainly not be applied on a one-to-one basis to authentic learning environments. It also highlights the importance of a developmental perspective when constructing theoretical models. In this dissertation an extended view on the multimedia learning process is proposed. In addition, results show that audio-support in multimedia environments affects what learners learn, how learners learn, and that there are certain boundary conditions that apply to learning with audio-support. This dissertation shows that audio-support may support children in efficient multimedia learning, but that it is ineffective in adult learners, even those with dyslexia

How teachers differ in using dashboards: The Classroom Observation App

Contains fulltext : 221369pre.pdf (preprint version ) (Open Access)European Conference on Technology Enhanced Learning (Tallinn, Estonia, September 12-15, 2017

How teachers integrate dashboards into their feedback practices

Contains fulltext : 220708.pdf (Publisher’s version ) (Open Access)In technology empowered classrooms teachers receive real-time data about students' performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers' feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires teachers to integrate dashboards into their professional routines. How teachers shift between dashboard- and human-prompted feedback could be indicative of this integration. We therefore examined in 65 K-12 lessons: i) differences between human- and dashboard-prompted feedback; ii) how teachers alternated between human- and dashboard-prompted feedback (distribution patterns); and iii) how these distribution patterns were associated with the given feedback type: task, process, personal, metacognitive, and social feedback. The three sources of feedback resulted in different types of feedback: Teacher-prompted feedback was predominantly personal and student-prompted feedback mostly resulted in task feedback, whereas dashboard-prompted feedback was equally likely to be task, process, or personal feedback. We found two distribution patterns of dashboard-prompted feedback within a lesson: either given in one sequence together (blocked pattern) or alternated with student- and teacher-prompted feedback (mixed pattern). The distribution pattern affected the type of dashboard-prompted feedback given. In blocked patterns, dashboard-prompted feedback was mostly personal, whereas in mixed patterns task feedback was most prevalent. Hence, both sources of feedback instigation as well as the distribution of dashboard-prompted feedback affected the type of feedback given by teachers. Moreover, when teachers advanced the integration of dashboard-prompted feedback in their professional routines as indicated by mixed patterns, more effective types of feedback were given.15 p

Learning analytics in practice: The effects of adaptive educational technology Snappet on students' arithmetic skills

Contains fulltext : 157645.pdf (publisher's version ) (Closed access)Even though the recent influx of tablets in primary education goes together with the vision that educational technology empowered with learning analytics will revolutionize education, empirical results supporting this claim are scares. Adaptive educational technology Snappet combines extracted and embedded learning analytics daily in classrooms. While students make exercises on the tablet this technology displays real-time data of learner performance in a teacher dashboard (extracted analytics). At the same time, learner performance is used to adaptively adjust exercises to students' progress (embedded analytics). This quasiexperimental study compares the development of students' arithmetic skills over one schoolyear (grade 2 and 4) in a traditional paper based setting to learning with the adaptive educational technology Snappet. The results indicate that students in the Snappet condition make significantly more progress on arithmetic skills in grade 4. Moreover, in this grade students with a high ability level, benefit the most from working with this adaptive educational technology. Overall the development pattern of students with different abilities was more divergent in the AET condition compared to the control condition. These results indicate that adaptive educational technologies combining extracted and embedded learning analytics are indeed creating new education scenarios that contribute to personalized learning in primary education.Sixth International Conference on Learning Analytics & Knowledge (Edinburgh, UK, April 25 - 29, 2016

How teachers make dashboard information actionable

This study investigates how teachers use dashboards in primary school classrooms. While learners practice on a tablet real-time data indicating learner progress and performance is displayed on teacher dashboards. This study examines how teachers use the dashboards, applying Verberts' learning analytics process model. Teacher dashboard consultations and resulting pedagogical actions were observed in 38 mathematics lessons. In stimulated recall interviews, the 38 teachers were asked to elaborate on how they reflect on and make sense of the information on the dashboard. The results showed that teachers consulted the dashboard on average 8.3 times per lesson. Teachers activated existing knowledge about students and the class to interpret dashboard information. Task and process feedback were the pedagogical actions most often used following dashboard consultation. Additionally, teachers who consulted the dashboard more often activated more and more diverse pedagogical knowledge to interpret the data and, consequently, gave more and more diverse feedback. These results indicated that teacher dashboards were indeed influencing teachers' pedagogical actions in their daily classroom activities. This study provided the first evidence that dashboards progressively impact teaching practice and initiate more profound behavioral changes as teachers become more proficient in using them

Multimedialeren bij kinderen met dyslexie

Item does not contain fulltextKinderen met dyslexie krijgen op school vaak audiosoftware of voorleeshulp voor het verwerken van multimediale teksten. De Cognitieve Theorie van Multimedialeren (CTML) stelt dat kinderen meer leren van gesproken teksten met plaatjes dan van geschreven teksten met plaatjes, omdat het werkgeheugen zo optimaal benut wordt. Op langere termijn blijkt dit effect echter om te keren. Ook wordt het gelijktijdig presenteren van dezelfde informatie (visueel en auditief) binnen de CTML gezien als belemmerend voor de leerprestaties, terwijl kinderen met dyslexie nu juist vaak een tekst zowel visueel (op papier) als tegelijkertijd auditief (voorgelezen) krijgen. In promotieonderzoek aan de Radboud Universiteit wordt het multimedialeren van kinderen met dyslexie onderzocht. In dit artikel wordt dieper ingegaan op de theoretische onderbouwing van multimedialeren bij kinderen met dyslexie en worden de eerste resultaten binnen dit promotieonderzoek kort toegelicht. Het blijkt dat met name het verwerken van geschreven tekst kinderen met dyslexie veel extra tijd kost, maar dat de leereffecten gelijk zijn met of zonder extra audio en in vergelijking met een controlegroep van normaal lezende kinderen