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Contextual Learning Analytics Apps to Create Awareness in
Blended Inquiry LearningAndrii Vozniuk, María Jesús Rodríguez-Triana, Adrian Holzer, Sten Govaerts, David Sandoz and Denis Gillet
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REACT:EPFL:Lausanne
seance.ch/speakupSpeakUp
Interaction Systems
BaloneyMeterEducation
baloneymeter.ch
Interaction SystemsEducation
Remote Labszero setup
Remote Labsare Safe
Inquiry Learning Spaces
Orientation
Conceptu-alization
Discussion
Investigation
Conclusion
Scaffolding tools personalised for students level and tasks
Online labs being either remote labs, virtual labs or scientific data sets
Structure learning like a scientist
Web Apps
Inquiry Learning Apps
http://www.golabz.eu/Repository:
http://graasp.eu/ils/54f038f38cd7e5edb8e860a2?lang=en
Standalone ILS
Blended Learning Sessions
The session is physically in the class
Part of the session is on an online platform
*Image from http://www.globalenglish.com/why_PEBS/blended_learning
Blended Learning Sessions
In blended learning sessions it is hard to follow the progress!
How to improve teacher’s awareness in blended learning ?
Contextual AppsWe call the apps “contextual” since such apps can be embedded into the context where the students and the teacher work, understand the context and visualise the data present in this specific context
Teacher Awareness NeedsResults from survey of 32 teachers
Activity Streams
Active Students App
Time Spent App
Submitted Reports App
How Does It Work?
are����������� ������������������ the����������� ������������������ tools����������� ������������������ easy����������� ������������������ to����������� ������������������ use?����������� ������������������ do����������� ������������������ they����������� ������������������ improve����������� ������������������ awareness?
Evaluation:
Interview with teachers before the class to assess relevance
Attending the class using the apps, two case studies
Interview with teachers after the class to get feedback
MethodologyFirst
Interview
Case Studies
Second Interview
First Interview
Relevance of the Apps
Case Study 1 90 minutes
1 teacher T111 students
Case Study 2 90 minutes
1 teacher T2 17 students
Teachers’ FeedbackBoth T1 and T2 agreed on the usefulness of the apps for awareness of the learning progress for teachers and students
The Time Spent app was not seen as significantly useful for awareness. However, both teachers agreed that it could be relevant for better understanding the students’ progress and reflection
Real-time awareness tools were well received by the teachers both in terms of usability and applicability. Both T1 and T2 stated that the tools helped them to monitor the progress of the students in the classroom but they could be also useful in order to have evidence of the work done at home
Second Interview
During the evaluation the students expressed awareness needs as well
The main benefit was to have a reference about the progress. The main disadvantages identified by the students were: 1) the distraction the apps may cause 2) the stress caused by being compared among
themselves
Students’ FeedbackSecond Interview
Students did not pose any concern about the teacher accessing the information
Other Possible Applications
Contextual Analytics ApplicationsKnowledge Analytics with Kibana
Contextual Analytics ApplicationsKnowledge Analytics with Kibana
