A Hierarchical Mixed Membership Model for Multiple-Answer Multiple-Choice Items with Signal Detection Theory

Multiple-answers multiple-choice (MAMC) items are widely used in educational testing and social research. However, inadequate studies and resources are allocated to the assessments of MAMC items. In this study, we introduce a new approach to analyze MAMC items using original response data (which alternatives have been selected) without scoring (correct or wrong). It has immense potential to provide rich information relevant for tractable psychological behavior and interpretable educational measurement. We use the signal detection theory (SDT) to measure the decision-making behavior across alternatives. Then, the mixed membership model is applied to capture the grouped data structure in the MAMC item. A simulation study of the HMM-SDT model is presented with a comparison to the tradition treatments in Item Response Theory (IRT)

Classroom Interaction Geography: A Case Study

The study of classroom discourse is central to understanding and supporting effective teaching practice. Recently, researchers have begun to explore the spatial dimension of classroom discourse. However, this work emphasizes the lack of methods, particularly visual methods, to fully explore the spatial dimension of classroom discourse. This paper uses an approach to studying collaborative interaction we have developed called interaction geography to revisit a classic case known as “Sean Numbers” from the work of renown teacher educator Deborah Ball. Our analysis highlights the value of interaction geography to visually and dynamically explore the spatial and temporal dimensions of classroom discourse. We also make a data visualization of this work available to support further discussion and work to describe classroom interaction geograph

Using Probabilistic Topic Modeling of Library Access Records to Identify Learning Trends in Educational Research

Advances in the architecture of digital library service infrastructure enable the collection of various types of data related to the use of library resources, tools, and services. The Big Data that is being generated provides valuable insight into library operations and has the potential to reshape the future of library work. In this paper, we describe the innovative application of topic modeling (supervised Latent Dirichlet Allocation) of research corpora accessed by patrons through a library proxy server. We found that the underlying topics of this corpus (e.g., psychology, family education, and methodology) converge with the general interests one would expect from a Graduate School of Education. In addition, we discuss the potential and challenges of utilizing library proxy log data in learning analytics research

Arquitetura pedagógica para umcurso híbrido de uma universidade americana : foco nas competências digitais

O objetivo deste artigo é apresentar a construção de uma Arquitetura Pedagógica (AP) para um curso híbrido oferecido pelo Teachers College da Columbia University e o mapeamento das competências digitais dos alunos. Este estudo foi realizado por meio da troca de experiências entre a Universidade Federal do Rio Grande do Sul e a Columbia University. A pesquisa, de caráter qualitativo e quantitativo com estudo de caso, foi realizada em duas etapas, na primeira a aplicação de uma AP e acompanhamento dos alunos durante o curso ministrado pela primeira vez de forma híbrida e, na segunda etapa, o mapeamento das competências digitais dos alunos a partir de um modelo brasileiro. Foram utilizados como procedimentos o levantamento bibliográfico, análise documental e aplicação de questionário on-line com os alunos do curso. Como resultado obteve-se uma Arquitetura Pedagógica para o curso híbrido em questão e as competências digitais necessárias aos alunos para acompanhamento do mesmo. Por fim, percebeu-se que este tipo de estudo proporciona soluções inovadoras neste novo campo de atuação, tendo como foco a construção de competências de alunos em diferentes contextos virtuais.Estudos envolvendo cursoshíbridos levantam questões importantes sobre o novo perfil dos discentes e suas competências digitais nos processos educacionais.The objective of this article is to construct a Pedagogical Architecture (PA) for a hybrid course offeredby Teachers College ofColumbia Universityand the mapping of the students’ digital competences. This study was realized through an exchange between the Universidade Federal do Rio Grande do Sul andColumbia University. It is both a qualitative and quantitative study, with a case study that was carried out in two stages. First the PA was applied and the students were monitored during a course which was taught for the first time in a hybrid format. Secondly, the students’ digital competences were mapped based on a Brazilian model. A bibliographic survey was conducted, followed by a document analysis, and then an online questionnaire with the course’s students was applied. This resulted in a PA for the hybrid course in question and the digital competences necessary for students. It became clear that this type of study presents innovative solutions for this area, focusing on the construction of student competences in different virtual contexts. Studies of hybrid learning environments raise important questions about the new teacher profile and their digital competences in educational processes

A Pedagogical Architecture from a hybrid course in a U.S media course: focused on digital competences

The objective of this article is to construct a Pedagogical Architecture (PA) for a hybrid course offered by Teachers College of Columbia University and the mapping of the students’ digital competences. This study was realized through an exchange between the Universidade Federal do Rio Grande do Sul and Columbia University. It is both a qualitative and quantitative study, with a case study that was carried out in two stages. First the PA was applied and the students were monitored during a course which was taught for the first time in a hybrid format. Secondly, the students’ digital competences were mapped based on a Brazilian model. A bibliographic survey was conducted, followed by a document analysis, and then an online questionnaire with the course’s students was applied. This resulted in a PA for the hybrid course in question and the digital competences necessary for students. It became clear that this type of study presents innovative solutions for this area, focusing on the construction of student competences in different virtual contexts. Studies of hybrid learning environments raise important questions about the new teacher profile and their digital competences in educational processes

Teachers college record

Berjilid. ; 20 cm

Teachers college record

Berjilid. ; 20 cm

Challenges and Opportunities of Using Recommendation System in Self-directed Learning

In the wake of recent advances in educational technologies and the rapid growth of information, learners are exposed to self-directed learning opportunities that are more adaptive, personalized, and accessible. Such learning opportunities are more important than ever before in an era of accelerating change and increasing competition. Earlier research on self-directed learn- ing has not considered the role of affordances made possible by Big Data techniques such as automated recommendation systems. While there has been considerable discussion of commercial recommendation systems, such discussions have not typically considered them in the context of education. In this paper, we discuss recommendation systems and the role that they might play in self-directed learning. To illustrate we present case study of a hybrid recommendation system on an open library online publication and discuss the challenges and opportunities of using such systems to support self-directed learning