Addressing learner issues with StepUp!

Santos, José Luís; Verbert, Katrien; Govaerts, Sten; Duval, Erik

doi:10.1145/2460296.2460301

Cited by 71 publications

(44 citation statements)

References 30 publications

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“…With dashboard A and B [37], the abstract overview through the use of badges (see Fig. 1) had more impact on student motivation than our previous aggregate version that visualised the data through tables and numbers [37].…”

Section: Lessons Learnt and Guidelinesmentioning

confidence: 84%

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Creating Effective Learning Analytics Dashboards: Lessons Learnt

Charleer

Klerkx

Duval

et al. 2016

Adaptive and Adaptable Learning

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Learning Analytics (LA) dashboards help raise student and teacher awareness regarding learner activities. In blog-supported and inquiry-based learning courses, LA data is not limited to student activities, but also contains an abundance of digital learner artefacts, such as blog posts, hypotheses, and mind-maps. Exploring peer activities and artefacts can help students gain new insights and perspectives on learning efforts and outcomes, but requires effort. To help facilitate facilitate and promote this exploration, we present the lessons learnt during and guidelines derived from the design, deployment and evaluation of five dashboards.

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Section: Lessons Learnt and Guidelinesmentioning

confidence: 84%

“…1) had more impact on student motivation than our previous aggregate version that visualised the data through tables and numbers [37]. The badges still sufficed for the teacher to intervene or start a discussion in the classroom by projecting dashboard A on the wall.…”

Section: Lessons Learnt and Guidelinesmentioning

confidence: 95%

Creating Effective Learning Analytics Dashboards: Lessons Learnt

Charleer

Klerkx

Duval

et al. 2016

Adaptive and Adaptable Learning

Self Cite

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“…StepUp! has also focus on visualisations that display the number of social media artefacts (blog posts, comments and tweets) and the time spent on various learning activities (Santos, Verbert, Govaerts, & Duval, 2013). There have been attempts to add blog aggregation to learning management systems, such as the BIM blog aggregation module for Moodle (Jones, 2013 …”

Section: Related Systemsmentioning

confidence: 99%

Design and evaluation of an online tool for open learning with blogs

Põldoja

Duval

Leinonen

2016

AJET

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Blogs are used in higher education to support face-to-face courses, to organise online courses, and to open up courses for a wider group of participants. However the open and distributed nature of blogs creates problems that are not common in other learning contexts. Four key challenges related to the use of blogs in learning were identified from earlier research: fragmented discussions, a lack of coordination structures, weak support for awareness, and a danger of over-scripting. The EduFeedr system has been designed to address these issues. In this paper, the authors present their evaluation of its design and effectiveness in a total of 10 courses. The results indicate that learners find the EduFeedr system useful in following discussions and in comparing their progress with other learners. The coordination and awareness issues are seen as more important than the fragmentation of discussions and a danger of over-scripting.

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“…The papers chosen include those nominated for the best paper award and others representative of their categories. Santos, Verbert, Govaerts, and Duval (2013) present a study that assesses the use of visualizations to support learning analytics. The overall objective is to use learning analytics dashboards that incorporate relevant visualizations to support awareness, self-reflection, and sense-making for learners.…”

Section: Representative Papersmentioning

confidence: 99%

“…Although several learning analytics dashboards have been discussed in recent literature , little research has been done to evaluate the usefulness of these dashboards for learners. Santos et al (2013) present the results of an evaluation study of the StepUp! dashboard, and the extent to which it addresses the issues and needs of learners as collected in brainstorming sessions.…”

Section: Representative Papersmentioning

confidence: 99%

Analysis and Reflections on the Third Learning Analytics and Knowledge Conference (LAK 2013)

et al. 2014

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Analyzing a conference, especially one as young and focused as LAK, provides the opportunity to observe the structure and contributions of the scientific community around it. This work will perform a Scientometric analysis, coupled with a more in-depth manual content analysis, to extract this insight from the proceedings and program of LAK 2013. Authorship analysis reveals an open and international community, while internal citation analysis provides evidence of the construction of a body of knowledge central to Learning Analytics. The analysis of the content of the papers found five main topics: visualization, behaviour analysis, social learning analytics, learning analytics for MOOCs, and learning analytics issues (ethical, scalability, etc.), as well as papers reflecting on the field itself. We discuss representative papers presented at the conference, highlighting trends and new developments. Learning analytics is a diverse multidisciplinary field with an emerging interdisciplinary core, well situated to benefit from productive dialogue concerning its scope and purpose and to reflect on the pedagogies and epistemologies implied by its methods.

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Addressing learner issues with StepUp!

Cited by 71 publications

References 30 publications

Creating Effective Learning Analytics Dashboards: Lessons Learnt

Creating Effective Learning Analytics Dashboards: Lessons Learnt

Design and evaluation of an online tool for open learning with blogs

Analysis and Reflections on the Third Learning Analytics and Knowledge Conference (LAK 2013)

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