Pedagogical Design and Evaluation of Interactive Information Retrieval Learning Environment

Halttunen, Kai

doi:10.1007/978-3-642-22511-6_5

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…The target audience affects whether IR is taught as a solution or as a problem within a course. For example, MacFarlane (2011), Mothe andSahut (2011), andHalttunen (2011) assume the former for library and information science students, while Mizzaro (2011) and Fox et al (2011) assume the latter for computer science students. Likewise, our focus is on courses that teach IR as a problem.…”

Section: Teaching and Learning Information Retrieval (Ir)mentioning

confidence: 99%

Shared Tasks as Tutorials: A Methodical Approach

Elstner

Loebe

Ajjour

et al. 2023

AAAI

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In this paper, we discuss the benefits and challenges of shared tasks as a teaching method. A shared task is a scientific event and a friendly competition to solve a research problem, the task. In terms of linking research and teaching, shared-task-based tutorials fulfill several faculty desires: they leverage students' interdisciplinary and heterogeneous skills, foster teamwork, and engage them in creative work that has the potential to produce original research contributions. Based on ten information retrieval (IR) courses at two universities since 2019 with shared tasks as tutorials, we derive a domain-neutral process model to capture the respective tutorial structure. Meanwhile, our teaching method has been adopted by other universities in IR courses, but also in other areas of AI such as natural language processing and robotics.

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Section: Teaching and Learning Information Retrieval (Ir)mentioning

confidence: 99%

Shared Tasks as Tutorials: A Methodical Approach

Elstner

Loebe

Ajjour

et al. 2023

AAAI

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“…Unsurprisingly, different learning theories dictate different approaches. Each offers its own prescription for a pedagogical frameworks that can shape how teaching and learning happen in a given context, specifying resources, teaching guidelines, and learning values that are designed to provide productive teaching and facilitate learning (Halttunen, 2011;Romiszowski, 2016). Below, we review the best-known learning theories and the approaches to design for learning that have emerged from each perspective.…”

Section: Design For Learning: Connecting Learning Analytics With Learning Theorymentioning

confidence: 99%

Pedagogical Design: Bridging Learning Theory and Learning Analytics

Banihashem

Macfadyen

2021

CJLT

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Which learning analytics (LA) approach might be the best choice for your teaching and learning context? Learning analytics as a field of research and application seeks to collect, analyze, report, and interpret educational data with the goal of improving teaching and learning. But hasty adoption of learning analytics tools and methods that are simply convenient, promoted or available risks allowing learning analytics to ‘drive the pedagogical bus’. In this paper, we propose that careful reflection on pedagogical design choices and the learning theory that underpins them can and should inform selection of relevant learning analytics tools and approaches. We broadly review established learning theories and the implications of each for pedagogical design; for each design approach we offer examples of learning analytics most clearly aligned with the theoretical perspectives on learning and knowledge that have shaped it. Moreover, we argue that careful consideration of the learning theory underpinning the pragmatics of pedagogical design choices should guide LA implementation, and help educators and designers avoid the risk of gathering data on, and measuring outcomes for, activities that are not relevant to their pedagogical design or goals.

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