Understanding learning at a glance

Schwendimann, Beat A.; Rodríguez‐Triana, María Jesús; Vozniuk, Andrii; Prieto, Luis P.; Boroujeni, Mina Shirvani; Holzer, Adrian; Gillet, Denis; Dillenbourg, Pierre

doi:10.1145/2883851.2883930

Cited by 34 publications

(8 citation statements)

References 2 publications

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“…Reporting and visualisation of data is a frequent practice in the education sector with institutions accumulating vast amounts of transactional data from their activities to inform decisions, processes, progress and the business of education (Ferguson, 2012). More specifically, the widespread adoption of learning management systems (Cerezo, Sánchez-Santillán, Paule-Ruiz, & Núñez, 2016) and other types of educational technologies (Gašević, Kovanović, & Joksimović, 2017;Klašnja-Milićević, Ivanović & Budimac, 2017) provides opportunities for data analysis and the creation of reports and visualisations to support the development of insights into learning data (Schwendimann et al, 2016). These visualisations have typically been presented as dashboards (Bodily & Verbert, 2017), with charts and infographics representing various aspects of student learning.…”

Section: Reports and Visualisations In Lamentioning

confidence: 99%

Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics

West

Luzeckyj

Toohey

et al. 2020

AJET

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Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, teacher-centric or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders – they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented.

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Section: Reports and Visualisations In Lamentioning

confidence: 99%

Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics

West

Luzeckyj

Toohey

et al. 2020

AJET

View full text Add to dashboard Cite

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“…Learning analytical dashboards (LADs) can give students a single display that combines multiple visualizations of different indicators on their learning processes (Schwendimann et al, 2016). LADs primarily aim to improve students' self-awareness, which leads to improved academic performance as well as enhanced SRL, as defined by Zimmerman and Moylan (2009) in their SRL cycle (performance and self-reflection phase).…”

Section: Literature Reviewmentioning

confidence: 99%

TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

Safsouf

Mansouri²,

Poirier

2021

JITE:Research

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Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.

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“…To illustrate, of approximately 790 articles with LA as a keyword extracted from the Web of Science, EbscoHost, and ScienceDirect databases between 2011 and September 2016, 30.5% focused on higher education and 10% related to MOOCs, while a mere 32 papers (4%) were specific to K-12 learning contexts. Further, a clear lack of research has been noted on use-cases of learner dashboards in K-12 settings (Schwendimann et al, 2016). Consequently, research-informed empirical understandings of students' personal experiences with LA tools and environments at fostering 21C literacies remain scarce to date.…”

Section: La Affordances In K-12 Learning Contextsmentioning

confidence: 99%

“…Consequently, research-informed empirical understandings of students' personal experiences with LA tools and environments at fostering 21C literacies remain scarce to date. This is especially so in the secondary schooling sector, and in Asian education contexts in particular (Ochoa, Suthers, Verbert, & Duval, 2014;Schwendimann et al, 2016). This paper addresses this knowledge gap by 1) presenting a first iteration design of a computer-supported collaborative critical reading and LA environment and its 16-week implementation in a Singapore high school with 15-year-old students; and 2) foregrounding these students' evaluative accounts and collective sense-making to draw out the pedagogical benefits and complexities of designing and implementing LA dashboards to foster 21C literacies and learning dispositions.…”

Section: La Affordances In K-12 Learning Contextsmentioning

confidence: 99%

Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

et al. 2017

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strategies and outcomes. However, use cases and empirical understandings of student experience, especially in the K-12 schooling sector and in Asian education contexts, remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students' evaluative accounts of the benefits and drawbacks associated with WiREAD's LA dashboard, which pointed to a number of potentialities and perils. Positives included 1) fostering greater self-awareness, reflective, and self-regulatory learning dispositions, 2) enhancing learning motivation and engagement, and 3) nurturing connective literacy among students. The motivational value of peer-referenced LA dashboard visualizations for stimulating healthy competition and game-like learning was identified alongside the perils of these serving to demoralize, pressurize, and trigger complacency in learners. This paper aims to shed light on the pedagogical complexities of designing LA that considers learners as a critical stakeholder group.

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Understanding learning at a glance

Cited by 34 publications

References 2 publications

Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics

Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics

TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

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