Learning Analytics Dashboard to Support Instructors: A Literature Review

[EN] The purpose of this study is to conduct an evaluation of the literature on learning analytics dashboards in order to address the following research questions: "How do instructors use learning analytics dashboards to send notifications?" and "How can a learning analytics dashboard help students get reminded of the due dates for assignments, quizzes, and exams?". A total of 20 papers were analyzed. Although the majority of them discussed how students utilize dashboards to track their progress or compare their progress with their peers, none of them mentioned how dashboards may be utilized to automatically notify students or send reminders, reducing the amount of work instructors have to do. This can be taken into account when developing a dashboard for learning analytics in the future.Padakanti, D.; Moraes, M. (2023). Learning Analytics Dashboard to Support Instructors: A Literature Review. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 525-532. https://doi.org/10.4995/HEAd23.2023.1611952553

Learning Analytics Dashboards for Advisors -- A Systematic Literature Review

Learning Analytics Dashboard for Advisors is designed to provide data-driven insights and visualizations to support advisors in their decision-making regarding student academic progress, engagement, targeted support, and overall success. This study explores the current state of the art in learning analytics dashboards, focusing on specific requirements for advisors. By examining existing literature and case studies, this research investigates the key features and functionalities essential for an effective learning analytics dashboard tailored to advisor needs. This study also aims to provide a comprehensive understanding of the landscape of learning analytics dashboards for advisors, offering insights into the advancements, opportunities, and challenges in their development by synthesizing the current trends from a total of 21 research papers used for analysis. The findings will contribute to the design and implementation of new features in learning analytics dashboards that empower advisors to provide proactive and individualized support, ultimately fostering student retention and academic success

U-Behavior: Visual-Form Learning Analytics to Enhance Teaching and Learning

Learning analytics have great potential to support students’ learning process and instructors’ learning design, specially when presented as a visualization, visual-form LA, designed in conjunction with student reflections.  This presentation represents a multi-year mixed-methods study that collected students learning analytics from participation in retrieval practice activities, low-stake quizzes, and presented this data as visual-from LA to help students to be cognizant of and reflect on their learning practices in order to improve retention and  recall by implementing high impact learning practices. Quantitative and qualitative data was collected, analyzed, and integrated to generate insights regarding the impact of the design on students’ study behaviors and students’ self-awareness of these behaviors.  Findings suggest that the integration is successful in developing autonomous learners that more often recognize and implement effective learning behaviors.Mckenna, K.; Folkestad, J.; Moraes, M. (2020). U-Behavior: Visual-Form Learning Analytics to Enhance Teaching and Learning. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):697-705. https://doi.org/10.4995/HEAd20.2020.11129OCS69770530-05-202

Qualidade do lugar e cultura contemporânea: controvérsias e ressonâncias em coletivos urbanos

“Qualidade do lugar e cultura contemporânea: controvérsias e ressonâncias em coletivos urbanos” é o título do livro organizado por Paulo Afonso Rheingantz e Rosa Pedro. O volume é fruto da longa parceria entre os pesquisadores, sendo ele da área da Arquitetura e ela, da Psicologia. Entre a Psicologia e a Arquitetura, a publicação reúne outros tantos pesquisadores, das mais diversas áreas. Se lançarmos um rápido olhar pela seção “Sobre os autores”, logo veremos as áreas de formação dos investigadores: Comunicação, Sociologia, Engenharia de Produção, Psicossociologia, Psicologia, Arquitetura, História, Engenharia de Sistemas, entre outras. Se o leitor for movido por algum especial apego às fronteiras entre as disciplinas, por certo, logo de saída, irá se perguntar: mas como é que se reúnem todas estas áreas? Se é que se reúnem

A experiência dos avós de crianças hospitalizadas em Unidade de Terapia Intensiva Pediátrica

Objective: To understand the experience of grandparents of children hospitalized in pediatric intensive care units. Method: This was a qualitative study based on the symbolic interactionism theoretical framework and the grounded theory as methodological framework carried out with grandparents of children hospitalized in the pediatric intensive care unit of a teaching hospital in a city in the state of São Paulo. Data were collected by means of participatory observation and semi-structured interviews, and analyzed following the open and axial codification stages of grounded theory. Results: Nine grandparents were interviewed. Two phenomena were identified: “finding themselves inside a storm” and “fighting to be the anchor of the family”, which explain the suffering experienced and support role developed by grandparents during the hospitalization period. Conclusion: Grandparents develop an important family support role during the crisis. Therefore, family care strategies must be developed to include this generation of the family, who are increasingly present and participatory in several healthcare settings

Movimentos de conversão da atenção e experiência de transformação de si

No disponibleOur aim in this article is to make a discussion of attentional systems, grounded in studies by philosopher Henry Bergson, especially in his work entitled Matter and Memory. The text is based on a narrative of an everyday trial in order to conceptually explore the variations of attention. Unfold some aspects of the relationship between perception and action. Finally, we discuss the differences between the automatic and attentive recognition and highlight the political importance of attentive recognition experimentation, demanding gropings and reinvested in the housing of the present in its temporal resonate.Nosso objetivo neste artigo é fazer uma discussão acerca dos regimes atencionais, pautada especialmente nos estudos realizados pelo filósofo Henri Bergson, especialmente em sua obra intitulada Matéria e Memória. O texto parte de uma narrativa de uma experimentação cotidiana, a fim de explorar conceitualmente as variações da atenção. Desdobramos alguns aspectos da relação com a percepção e a ação. Por fim, discutimos as diferenciações entre o reconhecimento automático e atento e destacamos a importância política da experimentação do reconhecimento atento, exigente de tateios e reinvestidas na habitação do presente em seu ressoar temporal

Ofensivas capacitistas e o medo de um planeta aleijado: desafios para o ativismo defiça

The purpose of this article is to define the ableist offensives, which reiterate the ableism historically experienced by people with disabilities and threaten the rights conquered by them. We affirm that there are relationships between ableism, eugenics, and neoliberal policies and that these relationships constitute the ableist offensives. We present some materialities of the ableist offensives referring to the attacks that took place in the period between 2019 and 2022 to the rights conquered by people with disabilities. Then, we will briefly contextualize the anti-gender offensives, establishing relationships between them and the ableist offensives. Subsequently, we address the issue of eugenics, which has been an important pillar of both ableist and anti-gender offensives. Based on these arguments, we conceptualize the ableist offensives and their relationship with neoliberalism and the fear of a crippled planet. Finally, we present some ethical-political assumptions for the strengthening of anti-ableist struggle for disability activism towards the construction of a crippled planet.O objetivo deste artigo é definir as ofensivas capacitistas que reiteram o capacitismo historicamente vivenciado pelas pessoas com deficiência e ameaçam os direitos por elas conquistados. Afirmamos que há relações entre o capacitismo, a eugenia, e as políticas neoliberais e que essas relações constituem as ofensivas capacitistas. Apresentamos algumas materialidades das ofensivas capacitistas referentes aos ataques ocorridos no período entre 2019 e 2022 aos direitos conquistados pelas pessoas com deficiência. Em seguida, contextualizaremos brevemente as ofensivas antigênero, estabelecendo relações entre elas e as ofensivas capacitistas. Na sequência, abordamos a questão da eugenia, que tem sido um importante pilar tanto das ofensivas capacitistas como das ofensivas antigênero. Integrando os tópicos anteriores, conceituamos as ofensivas capacitistas e suas relações com o neoliberalismo e com o medo de um planeta aleijado. Encerramos com alguns pressupostos ético-políticos para o fortalecimento da luta anticapacitista pelo ativismo defiça na direção da construção de um planeta aleijado

Contar histórias, povoar o mundo: a escrita acadêmica e o feminino na ciência / Storytelling, populate the world: academic writing and the feminine in science

ResumoEste artigo problematiza a escrita do trabalho acadêmico. Toma por base o argumento de que a escrita é parte inerente à investigação e, a partir das considerações de Haraway (2008, 1995), Mol (2008) e outras autoras, afirma a escrita como prática situada e marcada. Com a diretriz de método pesquisarCOM, argumenta que contar histórias é uma das formas de relatar a pesquisa. No campo da deficiência visual narrar histórias encarnadas de ver e não ver permite colocar em xeque versões únicas e desencarnadas da deficiência como falta ou deficit. O artigo propõe  outras gramáticas para o trabalho acadêmico e afirma o feminino na ciência como um modo de marcar o conhecimento, isto é, de tornar explícitas as mediações que fazem possível o conhecer.Palavras chave: escrita acadêmica; pesquisarCOM;  contar histórias; deficiência visual. AbstractThis paper problematizes academic writing by arguing that writing is an inherent part of research. Based on considerations of Haraway (2008, 1995), Mol (2008) and others, we posit that writing is a sited and marked practice. In agreement with embodied perspective researchWITH methodology guidelines, we postulate that storytelling is one way of relating research. In the field of visual disability, to narrate embodied stories of seeing and non-seeing allows the researcher to question disembodied versions of disability as lack or deficiency. We propose other grammars for academic work and affirm that the ‘female’ take on science is a way of marking knowledge, of rendering explicit the mediations that make knowledge possible.Keywords: academic writing; researchWITH; storytelling; visual disability

Ludicidade, Tecnologias e Teoria Ator-Rede : agregando contribuições

Este artigo tem por objetivo reunir as contribuições encontradas na literatura que nos foram úteis para construir a articulação entre Ludicidade, Tecnologias e Teoria Ator-rede, fugindo tanto quanto possível das aplicações de recursos tecnológicos ao campo da educação e/ou orientados para fins pedagógicos. Contextualizamos as práticas lúdicas na contemporaneidade e abordamos os modos de subjetivação e socialização mediados pelas novas tecnologias trazendo a contribuição de autores clássicos e contemporâneos ao debate. Operando com a Teoria Ator-Rede como referencial teórico metodológico, rastreamos e agregamos publicações que nos ofereceram uma base para pensar a interlocução entre as três temáticas. Como parte deste exercício, incorporamos a discussão sobre um modo de existência do lúdico como uma das possíveis chaves para a compreensão dos modernos.This paper aims to gather contributions in literature that have been useful to us to build the relationship between Playfulness, Technologies and Actor-Network Theory, escaping as much as possible from application of technological resources to the field of education and / or oriented towards educational purposes. We contextualized the playful practices nowadays and discussed the ways of subjectivity and socialization mediated by new technologies bringing the contribution of classical and contemporary authors to debate. Working with the Actor-Network Theory as a methodological theoretical referential, we traced and aggregated publications that offered a basis to think the dialogue between the three themes. As part of this exercise, we incorporated the discussion of a mode of existence of playfullness as a possible key to understanding the modern