An Architecture to Combine Activity Traces and Reporting Traces to Support Self-Regulation Processes

Abstract

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DDART, a Dynamic Dashboard for Collection, Analysis and Visualization of Activity and Reporting Traces

“…So, the dashboard could be considered as a container of indicators [3]. In order to calculate the indicators, we have identified two types of traces useful to build the indicators: activity traces and reporting traces [4]. This part describes the existing simple dashboards that enable the users to use predefined indicators (all the aspects of the indicator are defined by the system developers totally) and dynamic dashboards that let the learners customize their own indicators (users can define all the aspects of indicators).…”

“…Two types of traces are collected: activity traces and reporting traces. We have classified the activities in PBL into three categories: internal activities, external activities and non-instrumented activities [4]. We extract parts of the internal activities data, recorded directly by Moodle, to constitute the activity traces.…”

“…In our previous works [3,4], we have defined a dashboard used in the PBL context as a Project Based Learning Management System (PBLMS). We have proposed a general architecture based on the management of the traces of the project activities.…”

“…We have proposed a general architecture based on the management of the traces of the project activities. This architecture combines activity traces and reporting traces into a dashboard to support the learning processes [4]. The activity traces can reflect the interactions in the PBLMS environment, while the reporting traces can record the interactions out of the PBLMS environment.…”

Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces

“…The second step consists of integrating an agent in the targeted application in order to recover the traces and communicate them to a trace management system. Concerning HCI, the researchers of the previously presented Pco-vision project are working on a system where students can build their own indicators to support self-regulation (Ji, Michel, Lavoué, & George, 2013). Building the indicator consists of defining the process of calculation and then the visualisation modes.…”