Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents

Tissenbaum, Mike; Slotta, Jim

doi:10.1007/s11412-019-09306-1

Cited by 51 publications

(31 citation statements)

References 47 publications

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“…Dashboards may be accessed on a variety of platforms (e.g., tablets, computers, interactive tabletops; Holstein et al, 2019;Martinez-Maldonado et al, 2015;Molenaar & Knoop-van Campen, 2017;Schwarz et al, 2018;Tissenbaum & Slotta, 2019;van Leeuwen & Rummel, 2018) and are designed so that teachers can navigate through displays of student performance (e.g., flow charts, histograms, text boxes) at varying levels of specificity (Charleer et al, 2014;West, 2012). The types of data related to student performance differ based on the respective online student environment, but generally dashboards may include information regarding the number of activities students have completed and their overall performance on activities (Verbert et al, 2014).…”

Section: Dashboardsmentioning

confidence: 99%

“…Over the past decade, a great deal of work has been done on the development of technologies designed to support teachers' pedagogical practices (Charleer, Klerkx, & Duval, 2014;Roschelle, Martin, Ahn, & Schank, 2017;Sherin, Jacobs, & Philipp, 2011;Verbert et al, 2014). Some researchers are designing innovative tools such as dashboards (Dillenbourg, 2013) monitoring tools that can provide teachers with real-time data on students' performance within online learning environmentsthat help teachers identify and support struggling students in classrooms (Holstein, McLaren, & Aleven, 2019;Martinez-Maldonado, Clayphan, Yacef, & Kay, 2015;Molenaar & Knoop-van Campen, 2017;Schwarz et al, 2018;Tissenbaum & Slotta, 2019;van Leeuwen, van Wermeskerken, Erkens, & Rummel, 2017). Without dashboards, teachers would have to identify the students who are having difficulty in a classroom based solely on behavioural cues such as raised hands (e.g., Sherin et al, 2011), or by manually tracking each student's progress simultaneously.…”

Section: Introductionmentioning

confidence: 99%

“…These contextual alerts are essential because it can also be challenging to support struggling students, even after they are identified, without an in-depth understanding of their particular difficulties (Shulman, 1987). While some researchers have developed and evaluated dashboards that notify teachers of student completion of activities (e.g., Schwarz et al, 2018;Tissenbaum & Slotta, 2019), dashboards with contextual alerts based on automated scoring of student performance are a new technological genre and have only recently been developed for complex domains such as science inquiry. Inquiry is a very important aspect of national and international science frameworks.…”

Section: Introductionmentioning

confidence: 99%

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Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry

Dickler

Gobert

Pedro³

2021

JLA

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Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students’ inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students’ inquiry improved after receiving teachers’ help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry.

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Section: Dashboardsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry

Dickler

Gobert

Pedro³

2021

JLA

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“…One of the reasons is not being able to know what students are doing in these virtual environments to orchestrate the classroom activities and to intervene if necessary. Hence, the need for the development of real-time dashboards that can provide this information to instructors [43].…”

Section: Intelligent Tutoring System In the Classroommentioning

confidence: 99%

A Scalable Architecture for the Dynamic Deployment of Multimodal Learning Analytics Applications in Smart Classrooms

Celdrán

Ruipérez‐Valiente

Clemente

et al. 2020

Sensors

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The smart classrooms of the future will use different software, devices and wearables as an integral part of the learning process. These educational applications generate a large amount of data from different sources. The area of Multimodal Learning Analytics (MMLA) explores the affordances of processing these heterogeneous data to understand and improve both learning and the context where it occurs. However, a review of different MMLA studies highlighted that ad-hoc and rigid architectures cannot be scaled up to real contexts. In this work, we propose a novel MMLA architecture that builds on software-defined networks and network function virtualization principles. We exemplify how this architecture can solve some of the detected challenges to deploy, dismantle and reconfigure the MMLA applications in a scalable way. Additionally, through some experiments, we demonstrate the feasibility and performance of our architecture when different classroom devices are reconfigured with diverse learning tools. These findings and the proposed architecture can be useful for other researchers in the area of MMLA and educational technologies envisioning the future of smart classrooms. Future work should aim to deploy this architecture in real educational scenarios with MMLA applications.

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“…However, evidence of their use and the impact on teachers' professional development is still inadequate. Recent preliminary findings demonstrate how education dashboard can affect teachers' pedagogical decision-making and improve interactions with their students (Ezzaouia, Tabard, & Lavoué, 2020;Molenaar & Knoop-van Campen, 2018;Tissenbaum & Slotta, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Use of Education Dashboards and Professional Growth

Michaeli

Kroparo

Hershkovitz

2020

IRRODL

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Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners’ activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers’ professional growth. We used the framework defined by the International Society for Technology in Education’s (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.

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Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents

Cited by 51 publications

References 47 publications

Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry

Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry

A Scalable Architecture for the Dynamic Deployment of Multimodal Learning Analytics Applications in Smart Classrooms

Teachers’ Use of Education Dashboards and Professional Growth

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