Measuring and Visualizing Learning in the Information-Rich Classroom

Abstract

Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents.Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.

Data-informed nudges for student engagement and success

“…• Personalisation. This has recently become a buzzword in education, especially as various forms of data are collected and used to adapt learning resources and pathways (Reimann, Bull, Kickmeier-Rust, Vatrapu, & Wasson, 2015). Our case studies exemplify the importance of such targeted, personalised support.…”

Teaching with scenarios: a social innovation to foster learning and social change in times of great uncertainty

“…As with any social learning intervention, it is notoriously difficult to measure any impact [31,32]. This is due to the 1) the near impossibility of cleanly isolating both input and output variable(s), 2) the lack, so far, of longitudinal studies, and 3) the difficulty of setting up any meaningful double blind test designs.…”

Teacher-Centered Dashboards Design Process

“…We have been amazed to know that some teachers rely on their colleagues to manage tools to inform their pracEces. Others recommended sophisEcated interacEons such as sort, hide, resize from tools like a spreadsheet (Barbara Wasson, 2015).…”

“…AddiEonally, dashboards build upon the noEon of data collecEon, processing, sampling, and selecEon of a subset of metrics to visualize to inform the audience. Even when this process is properly conducted to compute accurate informaEon, metrics on dashboards can be misinterpreted by teachers (Barbara Wasson, 2015), for instance, depending on their data, visual, and analyEc literacy. Besides, the process itself might lead to losing the variaEon of data through summarizaEon, or even reducing the quality of data, in both cases the interpretaEon of a dashboard may lead to inappropriate decisions and biases.…”