This paper identifies some of the main challenges of data governance modelling in the context of learning analytics for higher education institutions, and discusses the critical factors for designing data governance models for learning analytics. It identifies three fundamental common challenges that cut across any learning analytics data governance model, viz., the ownership of the learning analytics data sets, the interpretation of the data, and the decision making based on the data. It also proposes a set of high-level requirements necessary for modelling data governance for learning analytics.
This paper explores the cognitive presence of the learners in MOOCs through using a (computational) linguistic analysis of the learners' Point-of-View as an indicator for cognitive presence. The linguistic analysis of the written language as a medium of interaction by the students in the context of MOOCs shows hallmarks of cognitive disengagement and low cognitive presence by the learners.
This paper advances a formal approach about how to encode cognitive relevance into the design of interfaces of multimodal systems, with a focus on the automatic multimedia generation systems. We make a proposal that the optimality of the encoding of cognitive relevance depends on a proper formalization of the processes of modality allocation and modality combination. We describe how this can be done by adopting and encoding the Principle of Relevance based modality combination which evolved out of our formal analysis of modality allocations and modality combinations.
To develop expertise, novice chemistry students require
deliberate
practice with immediate and thoughtful feedback. Whereas opportunities
for practice are often abundant, opportunities for feedback tend to
be much scarcer. To address this challenge, we collaborated with students
to develop a flexible and scalable online platform called “Alchemy.”
Students interact with the software through a series of prompts and
multiple-choice questions, receiving targeted feedback at each step.
Each student can navigate a scenario differently, influenced by their
prior knowledge and misconceptions. In design, scenarios are instructor-created
graphs that model their expert-level thought process(es) and teaching
experience. This graph format is a distinct and advantageous feature
of Alchemy that supports linear, nonlinear, and cyclical progression
through a concept or problem. Alchemy-based homework has been assigned
in lecture and lab courses, at the sophomore and junior levels, with
enrollments ranging from many tens to many hundreds of students. Approximately
80% of students rated Alchemy as very/extremely helpful to their learning,
emphasizing the value of the step-by-step process and feedback. Alchemy
is discussed in the contexts of other software platforms, its advantages
and limitations, lessons learned in its initial deployments, and future
directions for its development and usage.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.