instructor design decisions, learning analytics applications

Communication competencies, culture and SDGs:effective processes to cross-culturalcommunication

an online middle school in-quiry science unit on global climate change

By consid-ering teaching as a design science, teachers become ‘the drivers of new knowledge about teaching and learning’, and are better positioned to master the use of educational resources (e.g., digital technologies) to serve learning (Laurillard, 2012).

Design-based research is a research methodology aimed to improve educational practices through systematic, flexible, and iterative review, analysis, design, development, and implementation, based upon collaboration among researchers and practitioners in real-world settings, and leading to design principles or theories.

To sum up, social learning opportunities often produced reliable academic performance indicators with high predictive accuracy (77%) based on students’ participation, social network status (prestige),and message quality (Romero, López, Luna, & Ventura, 2013; Gunnarsson & Alterman, 2012).

eight college students

visual text analytics

Adopting a “modest computing” approach that tries to empower people, rather than automating decisions on their behalf (Dillenbourg et al., 2011), we focus on approaches that rely on visualization of these traces to assist users

What are Web Annotations?

in addition, a threshold applied to the learner-word edges, only maintaining edges with a weight equal to orbigger than 2.

Which words should be represented in the network, a predefined list or a certain number of high-frequencywords in the discourse?

1. Introduction

In previous work, this approach has been called “design-loop adaptation”(Aleven,McLaughlin, Glenn, & Koedinger, 2016) or “stupid tutoring system, intelligent humans” (R. S. Baker, 2016).

both regular(during the day, week, or year) and irregular (before final exams or during school closures due to the pandemic). Studentbehaviour is influenced by presentation aspects, e.g., ordering of items in the system.

based on response tim

How is studentactivity distributed among the available content? Where do students spend their time?

Common Wrong Answers

3.2 Item Similarity

or analysis, is it sufficient to use simple methods (like the success rate) to measure difficulty,or is it necessary to use more complex models?

an overview of analytics and visualization techniques;

One common application isfeedback about the learning process: to teachers using teacher dashboards(Molenaar & Knoop-van Campen, 2017; Xhakaj,Aleven, & McLaren, 2017), to students using open student models(Bull & Kay, 2007), or to managers and policymakers usinganalytics to influence the educational system(Clow, 2012). Another use is for researchers who are designing and evaluatingstudent models that guide the adaptive behaviour of learning systems (Pel ́anek, 2017).

age-related differences

I urge them to recognize that social media is not going anywhere, and stopping your child from using social media is not the answer.

Are you a kind and generous person? Do you help people? Behave on social media the way you’d behave with your grandma at the dining table.

First, annotations are procedural signals, cluing in thestudent to where an assignment starts, what material isimportant (and as we will see, unimportant), and whatmaterial might require a second (or successive readings).Second, annotations are placemarks; they hold the quotesthat are being reserved for the paper that the student willwrite at the end of the term, the chemical reactions and termdefinitions the student must memorize for the final, thet h e o r e m t h a t i s k e y t o t h e p r o o f i n t h e h o m ew o r k assignment. Third, they are an in situ way of workingproblems. Fourth, annotations record interpretive activity,either from another reader (e.g. a professor’s explanation),

F o r e x a m p l e , s o m e o f t h e p e n c i l l e d - i n annotations added worked-out substance, like electron spin,to in-line figures; various atomic symbols in schematizedmolecules showed evidence of counting marks (to figure outwhich valence electrons are available for bonding); in someplaces, elided hydrogens were drawn in; and markings wereused to indicate action (or to help visualize action), forexample, one student used the figures in the textbook towork out molecular rotations.

In fact, a World Wide Web Consortiumworking group has formed on the topic of collaborativeannotation to come to grips with the attendant issues and

what is the relationship between thecommentary, the reader, and future readers (a readershipwhich may also include the original annotator)?

Indeed, the digital library is aplace where annotations are not only feasible, but also maybecome important adjuncts to the primary text, a place wherewe may (and are welcome to) write in books

The selector search will begin at the document root

A crucial difference between representations of relative error inthese equations compared withEquations 6and7 for the single-facet designs is that three sources of measurement error varianceare separately represented, withpt2ntequaling specific-factor error,po2noequaling transient error, andpto,e2ntnoequaling random-responseerror. Effects fortasks, occasions, and their interaction are includedin the denominator for the D-coefficient but not the G-coefficientbecause those effects can change the absolutemagnitude of scoresbut not their relative differences.

Content validity primarily rests upon logical argument and expert judgment, and frequently empirical research.

Face validity

Target p-values should be between 0.40 and 0.60, generally

Systematic erroris that error which is consistent across uses of the measurement tool(i.e., test or scale) and is likely to affect validity, but not reliability.

An examinee’s true score is unrelated to measurement errors which affect the examinee’s observed score.

A measure can be reliable without being valid.A measure cannot be valid with out being reliable.

This unintended consequence can be traced to construct underrepresentation—a source of invalidity—and is thus relevant to valid-ity concerns.Of course, unintended consequences are not always negative.

Thus, the presence of DIF suggests that some irrelevant construct (such as language ability) is being measured along with the intended construct.

IRT methods constitute another set of procedures for examining the degree to which test items conform to a hypothesized structure.

Finally, through its reference to “the accumulated evidence,” the definition in the Standards emphasizes that obtaining validity evidence is a process rather than a sin-gle study from which a dichotomous “valid/not valid” decision is made

but rather to a relationship between the test, the test scores, the test interpretation, and the test use. That is, a test can be considered valid in the context of one scoring/interpretation/use but not another.

Underrepresentation can result from a narrowing of the content of a test. For example, a test of managerial skills might include many items mea-suring knowledge of budgeting processes but only two items on personnel management.

For instance, some examinees might obtain higher scores on essay questions because of a greater ability to bluff their way through an answer, not because they have greater knowledge or skill.

Validity is a unitary concept. It is the degree to which all the accumulated evidence supports the intended interpretation of test scores for the proposed use. Like the 1999 Standards, this edition refers to types of validity evidence, rather than distinct types of validity. To empha-size this distinction, the treatment that follows does not follow historical nomenclature (i.e., the use of the terms content validity or predictive validity). (

Instead, all available evidence should be integrated into an overall judgment about the meaning of test scores.

Concurrent validity was defined in a similar fashion, except that, as the name implies, scores on the predictor and on the criterion were obtained at the same time.

“a test is valid for anything with which it correlates” (p. 429). The idea here was that, if there were a “gold standard” of the con-struct (often, an earlier test), and if scores on the test correlated with that gold standard, the test could be inferred to be a measure of the construct. Note that this is a variety of the “if it walks like a duck and quacks like a duck, it must be a duck” argument.

Validity refers to the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests”

validity evidence:

Validity is arguably the most important quality of a test because it has to do with the fundamental measurement issue of what our mea-surement instruments are really measuring.

Normalized Scores

Standardized scores are those that use the standard deviation of the norm group to express an individual’s distance from the mean. A common example is the z-score that is often learned in introductory statistics courses.

Among these issues is the need for careful articulation of the content domain of the test. Because of this need for clear definitions of the content domain, criterion-referenced tests tend to cover a narrower range of material than norm-referenced tests, but to cover this material in more detail.

However, it is important to note that, if scores in different subjects are not normed on the same group, score differences will be due, at least in part, to differences in the norm groups. If separate but comparable norm groups are used, scores can still be compared as long as the user keeps in mind the possibility of distortion due to norm group differences.

Other limitations of GE (and AE) scores include the following

developmental-level scores

This is because, although interpolation is error prone, it is at least based on observed data. Extrapolation, in contrast, is based on no real data at all.

percentile ranks

the “three r’s

If scores are to be used to determine how an individual compares to others, norm-referenced scores are most appropriate, whereas if the object of testing

the former by relating students’ per-formance to that of a national norm group and the latter by reporting on the number of questions students answered correctly for various content domains.

Otis developed what was then the first intelligence test that could be objectively scored, relying heavily on use of an early form of the multiple-choice item. The development of this test proved to be serendipitous because at about the same time Robert Yerkes, as president of the American Psychological Association, had focused his attention on determining how that organization could best help the country in its prepara-tions for World War I.

As part of his involvement with this group, he organized a working group concerned with the best way to educate what were then called “mentally retarded” children. This group recommended that such children should not be sent to special schools for the retarded unless an examination showed that the child would be unable to profit from regular education.

Because many early students of psychology were also trained in such “hard” sciences as biology and physiology, it is not surprising that these researchers turned to such physical measures in their attempts to understand mental functioning. Unlike today’s testing efforts, however, individual differences were not the focus of these studies. On the contrary, such differences were generally considered to be the result of imperfect control of experimental conditions, and every effort was made to design stud-ies in which such differences were minimized.

In contrast to the Chinese civil service examinations, tests in ancient Greek societ-ies were not written but were typically oral or performance based. Examinations were conducted for the purpose of determining whether men (and of course then it was only men) were qualified for various aspects of Greek life and citizenship; examinations were not, as far as we know, used to select citizens for government positions.

A researcher assigns the numbers 1, 2, and 3 to distinguish urban, suburban, and rural areas, respectively. a. Does this constitute measurement according to Stevens’s definition? Why or why not?b. Does this constitute measurement according to Michell’s definition? Why or why not?

more likely interpretation is that a student earning a score of zero has some knowledge but does not have knowledge of the particular questions included on the test.

A related issue is that there is no one “correct” method of measuring a construct.

One issue is that tests are usually based on limited samples of behavior; we cannot ask every possible question or observe every instance of behavior.

A construct is a theoretical entity hypothesized to account for particular behaviors or characteristics of people. Examples of constructs abound in the social sciences and include creativity, intelligence, various abilities and attitudes, personality characteris-tics, and value systems.

Theownerentitysetandtheweakentitysetmustparticipateina one-to-manyrelationshipset(oneownerentityisassociatedwithoneormoreweakentities,buteachweakentityhasa singleowner).Thisrelationshipsetiscalledtheidentifyingrelationshipsetoftheweakentityset

KeyConstraintsforTernaryRelationships

Thegapbetweenhowusersthinkoftheirdataandhowthedataisul-timatelystoredisbridgedthroughseverallevelsofabstract1:onsupportedbytheDBMS.

Learners’ practices, for example, should develop from low-level procedures such as sharing initial ideas to mid-level comparing and evaluatingsequences and eventually toward high-level challenging/debating and synthesizingroutines.

identify invariant (i.e., constant) characteristics of subsequent transfer domains

Design 4 Pedagogy Tool (D4P)

The web annotations can also help us make connections to prior experiences you may have had, current experiences you are having, or potential future experiences you may have (e.g., your field experience, future classroom, or work-related experiences).

Students were, however, asked to reflect on peers’ and their own annotations on a weekly reflection which was graded. The prompt for engaging in the annotation activity was deliberately worded to encourage students to expansively frame their engagement and their annotations

(1) to what extent were students’ interactions expansively framed, (2) how was expansive framing related to individual learning outcomes, and (3) what was it about expansively framed interactions that appeared generative.

Expansive framing pushes learners to (a) be publicly recognized as authors of the connections they are making to other learning contexts, (b) be held accountable for their contributions, and (c) feel encouraged to adapt and generate new connections.

begin critically to take circumstances and relationships into consideration rather than merely reacting to them

Definitions

joyful for all of earth’s inhabitants

bibliometrics

most of which have not included gender as an analytic lens.

as‘a way of balancing competing identities as successfulresearchers and women

hold only 31% of all full-professor positions and 44% of associate professor positions

Learning designs provide a board picture of a series of planned pedagogical actions rather than detailed accounts of a particular instructional event (as might be described in a traditional lesson plan). As such, learning designs provide a model for intentions in a particular learning context that can be used as a framework for design of analytics to support faculty in their learning and teaching decisions.

learning analytics patterns expected from particular learning designs can be considered an essential step in improving eval-uation effectiveness and to build the foundation for pedagogical recommender systems in the future.

This leads to questions surrounding how analytics can begin to bridge the technical–educational divide to provide just-in-time, useful, and context-sensitive feedback on how well the learning design is meeting its intended educational outcomes

Visualizations of student and group online event activity (Leony et al., 2012)

In particular, graphical representations of learning designs have been found to stimulate design ideas for teachers who are engaged in designing a course

checkpoint and process analytics

he challenge posed by learning ana-lytics is interpreting the resulting data against pedagogical intent and the local context to evaluate the success or otherwise of a particular learning activity (Dawson, Bakharia, Lockyer, & Heathcote, 2010).

there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides

Fef, Indonesia, the capital of Tambrauw Regency,

Through the use of analytics, educational institutions can restructure learning design processes.

A single data source or analytics method is insufficient when considering learning as a holistic and social process.

either modify or extend the range of features within estab-lished products.

Academic analytics is also more concerned with organizational operation and “describes[s] the intersection of technology, information, management culture, and the application of information to manage the academic enterprise (Goldstein, 2005, p. 2).

the historical roots of analytics in relation to human interaction and the education system.

EDM has a more specific focus on reductionist analysis

The current legal system is immature in relation to privacy and ethics concerns in analytics.

In order to design effective learning analytics visualizations and dashboards, it is essential to consider instructional, learning and sensemaking benefits for learning.

The use of text mining and natural language processing methods to conduct based content and discourse analysis is a critically important research direction (McNamara et al., 2014).

Not only can this type of instrumentation increase the theoretical foundation of the measurement in learning analytics, but this type of measurement provides valuable contributions to educational research to overcome the well-known limitations of self-reported measures

Coh-Metrix

Thus, critical insights of such learning analytics could hardly be used to inform the course learning designs

That is, instructors expressed their preferences of learning analytics features that offer insights into learning processes and identify student gaps in understanding over simple performance measures. With such insights, instructors can identify weak points in the learning activities performed by their students; topics the students have struggled with, and provide instructive and process related feedback on how to improve their learning.

The authors noted that instructive or process feedback types were rarely observed in the instructors’ messages to students.

a dearth of empirical studies that have sought to evaluate the impact and transferability of this initial work across domains and contexts

In so doing, we argue that learning analytics needs to build on and better connect with the existing body of research knowledge about learning and teaching.

As such, the computational aspects of learning analytics must be well integrated within the existing educational research.

create disruptions to student, staff, and faculty lives, outside their association with the university.

Thus, the distinction is important between the normal, everyday type of effective online instruction and that which we are doing in a hurry with bare minimum resources and scant time: emergency remote teaching.

Ultimately, effective online education requires an investment in an ecosystem of learner supports, which take time to identify and build.

For example, decisions around class size will greatly constrain what strategies you can use.

emergency remote teaching

then discuss the knowledge-related biases that may come with expertise.

This integration of memories allows you to create new knowledge.

as the new memory is consolidated, the old memory may be reconstructed and undergo consolidation again

Attention will be given to methodological advances and designs that permit the integration of knowledge from multiple fields (e.g., network modeling, multilevel modeling, simulation modeling) and that enable study of the complexities of learning across various contexts

practical implications

However, beyond the challenges, we also see a renewed conviction from teachers to adopt technology for interaction with and for orchestrating collaboration among students.

disabilities

usability, the functionality, the aesthetics, thecontent, the look and feel, and the sensual and emotional appeal.

answering machine

What is problematic with this voice mail system

The equation,

in constructing representations of how to supportlearning in particular cases

Educational design and networked learning:Patterns, pattern languages and design practice

solve() function.

A2×2=[abcd]A2×2−1=1det(A)[d−b−ca]

Determinant

I always go to sea as a sailor

ding and writing classes. Specifically, students difficulties were based on a mismatch between how they are taught to write in first-year composition courses versus how this text from The New Yorker is wri

In the following section, we first illustrate our subcategories with ex- amples from our corpus of student difficulty papers , which all fit under the main category of mismatch between reader and w

Too little time is devoted to explaining how to ac-tively read an essay or how to transfer and assimilate the reading into effective composition.

However, Jolliffe (2007) contends, “Students have to read in college composition, but rarely does anyone tell them how or why they should read”

Rhetorical reading peda-gogies seek to guide students in analyzing and evaluating rhetorical choices and genre conventions, often through self (LeVan and King, 2017) and peer review (Bunn, 2013; Mendenhall and Johnson, 2010) and through the study of published texts (Adler-Kassner and Estrem, 2007; Bunn, 2013; Foster, 1997; Keller, 2013; Sweeney and McBride, 2015

rapeutic efficacy and phase-III studies to demonstrate or confirm therapeutic benefit of the drug. Phase-IV stu

Week 4: Writing and Discussion Activity

improving academic reading comprehension

ent, we have focused on the idea that social interaction and the related coordination of perspectives, activities, and cognitive efforts contribute to creating the task at hand, to defin- ing the problem to be solved, and thereby to shaping the context of learning as well as the meaning of what learn

on, it is as important to investigate what learners are doing in various learning activities and settings as it is to investi- gate what they actually learn in these se

. Results showed that the children were performing the tasks very differently from con- text to context, depending on their own inter- pretation of the setting and on the social rela- tions developed in each of

of transposing tasks from one context to another

ities. In other words, the learners themselves can be mediators with regard to the experts' tas

of me

socio-interactionist view of learning that we draw from is the sociocultural appro

s and how these compe- tencies intermesh with other types of socio-insti- tutional capa

Essentially, all models are wrong, but some are useful,

Model 3 is then the model that best balances the quality of the information included in the model with the information lost by introducing unnecessary variables

given this data

the price for a product is positively correlated to its rating.

The best model is then the model with the lowest AICc (or AIC) score

AIC is then a way to select the model that best balances these drawbacks. Once a best model is selected, traditional null-hypothesis testing can then be used on the best model to determine the relationship between specific variables and the outcome of interest.

the price of the wine, the type of grape used, or the region the wine was produced in may all play a role in determining the rating of a wine.

parsimonious model

Add Block

Add Block

Add Block

such "light" or "superficial" paraphrasing could lead to a charge of plagiarism.

Now, you could ask questions such as, how does being on the outside (periphery) or inside (center) of a friendship network correlate with one's grade point average? Or, do birds of a feather flock together? That is, are students with similar grade point averages likely to nominate each other?

While you might assume that being on the periphery of a network is disadvantageous, often these peripheral members have ties to other people within or external to the network in which they may occupy important positions. In these instances, the actor serves as bridge to other groups or networks.

strength

computational models

a group

technical difficulties

oth students and tutors were positive

Interactionist SLA theory in CALL research