Learning and Knowledge Analytics in Open Education - Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium

von: Feng-Qi Lai, James D. Lehman

Springer-Verlag, 2016

ISBN: 9783319389561

Sprache: Englisch

244 Seiten, Download: 6488 KB

Format: PDF, auch als Online-Lesen

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Learning and Knowledge Analytics in Open Education - Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium

	Foreword	5
	Preface	8
	Contents	11
	Editors and Contributors	13
	1 Learning Is a Journey, not a Destination	23
	Abstract	23
	1.1 What Is Teaching?	24
	1.2 Getting from Point A to Point B	25
	1.3 Knowing the Learner, Knowing the Lesson	27
	1.4 Aligning Evaluation	29
	1.5 What Is “Normal”?	30
	1.6 Conclusion	32
	References	32
	2 The Impact of Instructional Design: Questions of Conscience	34
	Abstract	34
	2.1 Introduction	34
	2.2 Discussion	36
	2.3 Conclusion	39
	References	40
	3 Using Data Analytics to Drive Performance and Instructional Decision-Making	42
	Abstract	42
	3.1 Introduction	42
	3.2 Optimization Through Assessment	43
	3.3 Global Positioning	43
	3.4 GPS and Learning	45
	3.5 Impactful Technology	45
	3.6 Strategy and Focus	47
	3.7 Strategy for Using Data Analytics to Create Meaningful Assessments to Drive Performance and Enhance Instructional Decision-Making	47
	3.8 Measure Performance	48
	3.8.1 Step 1: Identify Representative Tasks	48
	3.9 Identify Expert Performers	48
	3.9.1 Step 2: Select Expert and Nonexpert Performers	48
	3.10 Identify Mediating Mechanisms	49
	3.10.1 Step 3: Analyze Performance to Understand Mechanisms that Allow Individuals to Excel	49
	3.11 Facilitate Acquisition of Mediating Mechanisms	50
	3.11.1 Step 4: Use Information to Drive Future Training and Performance Improvement Strategies	50
	3.12 Broad Impact on Learning	50
	References	51
	4 Learning Analytics: Serving the Learning Process Design and Optimization	52
	Abstract	52
	4.1 Introduction	52
	4.2 Process Model of Learning Analytics	53
	4.3 Multisource Data Collection and Storage	55
	4.4 Typical Approaches of Data Analysis and Visualization	56
	4.5 Optimizing Learning and Teaching	58
	4.6 Conclusion	59
	References	60
	5 Design of Online Student Orientation with Conceptual and Procedural Scaffolding	62
	Abstract	62
	5.1 Introduction	63
	5.2 Project Overview	63
	5.3 Literature Review	65
	5.3.1 Student Orientation for Online Learning	65
	5.3.2 Scaffolding in Open-Ended Online Learning Environments	66
	5.4 Design Framework and Research Method	67
	5.5 Analysis for Design	68
	5.5.1 Analysis of Student and Instructor Needs	68
	5.5.2 Analysis of Learning Context	70
	5.5.3 Analysis of Learning Tasks	71
	5.6 Strategies in Development	72
	5.7 Formative Evaluation	75
	5.7.1 Usability Testing	76
	5.7.2 Student Performance and Participation	76
	5.7.3 Knowledge of Online Learning Strategies	77
	5.7.4 Perceived Usefulness	79
	5.7.5 Technology Competency and Awareness of Tech Support Information	80
	5.8 Conclusion and Discussion	82
	Acknowledgments	83
	Appendix A—Time Management Worksheet	83
	Appendix B—End-of-Orientation Questionnaire (EOQ)	84
	Appendix C—EOQ Items Mapping with Orientation Objectives	86
	References	87
	6 Improving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback?	90
	Abstract	90
	6.1 Introduction	91
	6.2 Collaborative Inquiry in MOOCs, Peer Assessment, and Learning	92
	6.3 Methods	94
	6.3.1 Data Sources	94
	6.3.2 Data Analysis	94
	6.3.2.1 For the Analysis of Student Essays	94
	6.3.3 For Analysis of Student Perceptions of Peer Assessment	96
	6.3.4 For Analysis of Students’ Community Knowledge	96
	6.4 Results and Findings	98
	6.4.1 The Effects of Providing Grading/Feedback on the Quality of Writing	98
	6.4.2 The Effects of Receiving Feedback on the Quality of Writing	99
	6.4.3 Community Knowledge	100
	6.5 Discussion and Implications	102
	Appendix	103
	Information Accumulation Discussion Thread	103
	Explanation Thread	105
	Knowledge Building Discussion Thread	106
	References	108
	7 Emerging Technology: Instructional Strategies for Nailing Jell-O to a Tree	109
	Abstract	109
	7.1 Aiming at a Moving Target	109
	7.1.1 Emerging Technologies	110
	7.2 Instructional Strategies	112
	7.2.1 Motivation	112
	7.2.2 Merrill’s First Principle of Instruction	113
	7.3 Task-Centered Principle	114
	7.4 Activation Principle	114
	7.5 Demonstration Principle	115
	7.6 Application Principle	115
	7.7 Integration Principle	116
	7.8 Conclusions	116
	References	117
	8 Utopian and Dystopian Futures for Learning Technologies	118
	Abstract	118
	8.1 Introduction	118
	8.2 Utopia and Dystopia Defined	118
	8.3 The Future of Learning Technologies: A Utopian Model	119
	8.4 The Future of Learning Technologies: A Brief Dystopian View	124
	References	125
	9 Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course	127
	Abstract	127
	9.1 Introduction	128
	9.2 Purpose and Objectives of the Study	130
	9.3 Description of Instructional Approaches	130
	9.3.1 Course Format and Organization	130
	9.3.2 Course Evaluation Design	131
	9.4 Methods	132
	9.4.1 Participants	132
	9.4.2 Data Collection Instrument	132
	9.4.3 Data Collection and Analysis	134
	9.5 Findings	134
	9.5.1 Objective 1: Describe Participating Students’ Perceptions About OER and MOOCs Before the Course	134
	9.5.2 Objective 2: Describe Participating Students’ Learning Process in OER-Based Flipped Course Through Three Aspects: Self-reported Degree of Familiarity with Course Contents Over Weeks, Self-reported Changes in General Feelings Over Weeks and Their Course Journals	134
	9.5.3 Objective 3: Examine Students’ General e-Learning Satisfaction After the Course	138
	9.6 Conclusions and Suggestions	139
	Acknowledgments	140
	References	140
	10 Tracking Students’ Activities in Serious Games	142
	Abstract	142
	10.1 Introduction and Related Literature	143
	10.2 Research Questions and Context	144
	10.3 Method	145
	10.3.1 Participants	145
	10.3.2 Data Sources	145
	10.3.2.1 Log Files	145
	10.3.2.2 Performance Score	146
	10.4 Analyses and Findings	146
	10.4.1 Correlations of Tracking Variables with Students’ Performance	146
	10.4.2 Learning Path	147
	10.5 Discussion and Conclusion	151
	10.6 Limitations and Future Directions	152
	Acknowledgments	153
	References	153
	11 Eight Trends Affecting the Field of Instructional Design and Technology: Opportunities and Challenges	155
	Abstract	155
	11.1 Introduction: A Clarification of Terms	155
	11.2 Trend #1: Performance Improvement	156
	11.3 Trend #2: Performance Support	157
	11.4 Trend #3: Online Learning	158
	11.5 Trend #4: Social Media	158
	11.6 Trend #5: Educational Games	159
	11.7 Trend #6: Mobile Learning	160
	11.8 Trend #7: Massive Open Online Courses	161
	11.9 Trend #8: Learning Analytics	161
	11.10 Conclusion: The Expanding Toolbox	162
	Acknowledgments	162
	References	163
	12 Social Media: An Integration Guideline for Teaching and Learning in Higher Education	164
	Abstract	164
	12.1 Introduction	165
	12.2 Method	166
	12.2.1 Overview of Research Design	166
	12.2.2 Participants	166
	12.2.3 Data Collection and Analysis	166
	12.3 Results	167
	12.3.1 Demographic Characteristics of Participants	167
	12.3.2 External and Internal Barriers	169
	12.3.3 Guidelines for Social Media Integration	171
	12.3.4 Curating Content	174
	12.3.5 Copyright	175
	12.3.6 Intellectual Property	176
	12.3.7 Violations of Academic Integrity	176
	12.3.8 Protecting Student Privacy	177
	12.3.9 Antiharassment	177
	12.4 Discussions	178
	12.4.1 Technology Barriers	179
	12.4.1.1 Wireless Access and Reliability	179
	12.4.1.2 Tool Access, Reliability and Complexity	179
	12.4.2 Process Barriers	179
	12.4.2.1 Support	179
	12.4.2.2 Professional Development	180
	12.4.3 Administrative Barriers	180
	12.4.3.1 Compensation and Time Requirements	180
	12.4.4 Environmental Barriers	181
	12.4.4.1 Legal Issues	181
	12.4.4.2 Technology Effectiveness	181
	12.5 Conclusion	182
	References	183
	13 An Instructional Design Model for Information Science	185
	Abstract	185
	13.1 Introduction	186
	13.2 Instructional Design	186
	13.3 Instructional Design Models	188
	13.4 Information Science	189
	13.5 An Instructional Design Model for Information Science	190
	13.6 Conclusion	191
	References	191
	14 If Content Is King then e3 Instruction Is Queen	193
	Abstract	193
	14.1 Motivation	194
	14.2 Typical Instructional Sequence	195
	14.3 Instructional Events	196
	14.4 TELL-ASK Example	196
	14.5 First Principles of Instruction	197
	14.6 Support for First Principles of Instruction	198
	14.7 Demonstration Principle	199
	14.8 Application Principle	200
	14.9 Learning Events	200
	14.10 Example Tell-Show-Do Instruction	201
	14.11 How to Revise Existing Instruction	201
	14.12 The Context Problem	202
	14.13 Problem-Centered	203
	14.14 Problem-Centered Example	204
	14.15 Recommendation	205
	14.16 Conclusion	205
	References	205
	15 Academic Writing, Publishing, and Presentations in Educational Technology	207
	Abstract	207
	15.1 Assumptions and Implications	208
	15.2 Organization	208
	15.3 Educational Research	209
	15.4 Presentation Guidelines	211
	15.5 Writing Guidelines	211
	15.6 Developing a Research Agenda	212
	15.7 Types of Research Questions and Associated Methods	214
	15.8 Presenting—Where to Present and Why	215
	15.9 Publishing	215
	15.10 Resources	217
	References	218
	16 Chinese Scholars’ Perspectives Regarding Educational Technology	219
	Abstract	219
	16.1 Introduction	219
	16.2 Methodology	221
	16.2.1 Design and Sample	221
	16.2.2 The Survey Instrument	224
	16.3 Findings and Analysis	224
	16.3.1 Procedure of Data Analysis	224
	16.3.2 Findings	225
	16.3.2.1 Understanding of the Educational Technology Field	225
	16.3.2.2 Understanding of the Major Areas in the Educational Technology Field	226
	16.3.2.3 Where Most Knowledge in Educational Technology Was Obtained	227
	16.3.2.4 Textbooks Used in the School	227
	16.3.2.5 Research Interest in Educational Technology	228
	16.3.2.6 Research Areas in Which Studies Were Conducted	229
	16.3.3 Papers Published	230
	16.3.3.1 Perspectives	230
	16.3.3.2 Ideas, Perceptions, and Perspectives	233
	16.4 Discussion and Conclusion	234
	Acknowledgments	236
	References	236
	17 Epilogue	237
	17.1 The Importance of Instructional Events	238
	17.2 Aligning Goals, Instruction, and Assessment	239
	17.3 The Growing Interest in Learning Analytics	240
	17.4 The Importance of Clear Written Communication	241
	17.5 Conclusion	241
	References	242
	Index	243

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