Learning Analytics constitutes a key tool for supporting Learning Design and teacherled inquiry into student learning. In this paper, we demonstrate how a Social Learning Analytics toolkit can combine social network analysis and content analysis for supporting a global and formal teacher inquiry. This toolkit not only supports teachers in improving the organisation of the learning process but also generates important input to improve the students' reflection on their own learning. Our examples show how combinations of different levels of analysis can provide deep insight in the learning process. We report a case study that exemplifies the main features of our approach and the kind of outcomes that can be obtained. Commenting and rating processes on videos are analysed based on user traces from a social learning platform. Finally, we point out implications on the learning design for networked learning environments in general.
Interaction is, intrinsically, a multi-thread process. Supported by our various senses, our ability to speak, and the structure of our body and mind we can get simultaneously involved in multiple interactions, using different resources for each of them. This paper analyses natural interactions and the impact of using parallel channels in peripheral interactions. Applying a similar approach to human-computer interaction, we present a Tangible User Interface proof of concept to analyze the advantages and weakness of parallel interaction in computer-based systems. To this end, two tangible applications-to control the profile status in social networks and to control an Intelligent Room-are compared to their usual graphical counterparts, presenting the results of a user study and analyzing the implications of its results.
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A b s t r a c tA variety of computing technologies, in addition to the personal computer, are now commonly used in many settings. As networking infrastructures mature, it is increasingly feasible and affordable to consider closer integration and use of these heterogeneous devices in tandem. However, little is known about how best to design or evaluate such 'device ecologies'; in particular, how best to combine devices to achieve a desired type of collaborative user experience. A central concern is how users switch their attention between devices, to utilize the various elements to best effect. We describe here the development of an ecology of devices for groups of students to use when engaged in collaborative inquiry-learning activities. This included a multi-touch tabletop, laptops, projections, video streams and telephone. In situ studies of students and tutors using it in three different settings showed how individuals and groups switched their foci between the multiple devices. We present our findings, using a novel method for analysing users' transitions between foci, identifying patterns and emergent characteristics. We then discuss the importance of designing for transitions that enable groups to appropriately utilise an ecology of devices, using the concepts of seams, bridges, niches and focal character.
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