Lesson Observation Data in Learning Analytics Datasets: Observata

Eradze, Maka; Laanpere, Mart

doi:10.1007/978-3-319-66610-5_50

Cited by 13 publications

(23 citation statements)

References 11 publications

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“…Similarly, in their systematic literature review on teaching and LA, Sergis & Sampson (2017) noted only few efforts to convert LA into actionable recommendations for instructors to refine the pedagogy based on the contextual needs. Thus, even though considerable progress has been made in conceptual development and design of LA (Bakharia et al, 2016;Lockyer et al, 2013;Manolis & Karkalasi, 2017), the products generated (e.g., data, visualizations, and tools) often ignore the influence of the pedagogical context (Eradze et al, 2017;Nguyen et al, 2017) and do not align well with instructors' needs for refining their pedagogy and learning activities (Mor et al, 2015). For a greater impact on practice, LA solutions need to be implemented in a way that is sensitive to the needs of learning context for which they are intended (Harrer & Göhnert, 2015;Wise & Vytasek, 2017).…”

Section: Background: Learning Design Learning Analytics and Moocsmentioning

confidence: 99%

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Aligning learning design and learning analytics through instructor involvement: a MOOC case study

Gómez‐Sánchez

Dimitriadis

et al. 2019

Interactive Learning Environments

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With the emergence of MOOCs, there is a growing interest in prediction research. Most existing predictive models do not consider the context for which they are intended, thus resulting in limited impact. Learning design (LD) can provide a contextual understanding for the design of predictive models in collaboration with the instructors, maximizing their potential for supporting learning. This paper presents the findings of a mixed-methods research that explored the potentials emerging from aligning LD and LA during the design of a predictive analytics solution and from involving the instructors in the design process. The context was a past MOOC, where the learner data and the instructors were accessible for posterior analysis and additional data collection. Through a close collaboration with the instructors, the details of the prediction task were identified, including the learning activity to focus on, the target variable to predict, and the practical constraints to consider. Later, two predictive models were built for the prediction task identified: LD-specific model, in which the features were based on the LD and pedagogical intentions, and a generic model, which was based on cumulative features, not informed by the LD. Although the LD-specific predictive model did not outperform the generic one, some features derived from the LD and pedagogical intentions were predictive. The quantity and the power of such features were associated with the degree to which the students acted as guided by the LD and pedagogical intentions. The leading instructor's opinion about the importance of the learning activities in the LD was compared with the results of the feature importance analysis. This comparison helped identify the parts of the LD that need improvement. That is, the results of the LA informed back the LD, where the instructor was a mediator. The implications for improving the LD are discussed.

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Section: Background: Learning Design Learning Analytics and Moocsmentioning

confidence: 99%

“…Thus, LD and LA can offer new opportunities for improving teaching and learning when one informs the other (Eradze, Rodríguez-Triana, & Laanpere, 2017;Mor, Ferguson, & Wasson, 2015;Schmitz, Limbeek, Greller, Sloep, & Drachsler, 2017). However, this synergic relationship has been understudied in the area of predictive analytics.…”

Section: Introductionmentioning

confidence: 99%

Aligning learning design and learning analytics through instructor involvement: a MOOC case study

Gómez‐Sánchez

Dimitriadis

et al. 2019

Interactive Learning Environments

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“…The distribution of observation roles among data subjects and objects was clear and explicit in every paper. In all cases, external human observers were in charge of the data collection and coding-twice in combination with automated LA solutions (in this case, a proposal to involve LA solutions) [45,46]-with both teachers and students as the common data objects (22 papers). Although the definition of the unit of analysis is an important methodological decision in observational studies or research in general [35,[67][68][69] we only found an explicit reference to it in one paper [66].…”

Section: Rq1-what Is the Nature Of The Observations?mentioning

confidence: 99%

“…Although the definition of the unit of analysis is an important methodological decision in observational studies or research in general [35,[67][68][69] we only found an explicit reference to it in one paper [66]. Nevertheless, looking at the description of the research methodology, we can infer that most of the studies focused on events (directed at interaction and behavioural analysis) (14) and activities (10).…”

Section: Rq1-what Is the Nature Of The Observations?mentioning

confidence: 99%

“…Indeed, since human observations are limited to what the eye can see, and are done through the human resources available, automated observations can provide a complementary view and lower effort solution, especially when the learning scenario is supported by technology [8,9]. Thus, the integration of manual and automated observations with other data sources [10] offers a more complete and triangulated picture of the teaching and learning processes [11].…”

Section: Introductionmentioning

confidence: 99%

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A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

2019

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

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