Design and evaluation of teacher assistance tools for exploratory learning environments

Mavrikis, Manolis; Gutierrez-Santos, Sergio; Poulovassilis, Alex

doi:10.1145/2883851.2883909

Cited by 41 publications

(34 citation statements)

References 14 publications

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“…In another area of educational digital technology, namely learning analytics, we are beginning to observe how the availability of data showing learners' engagement with digital environments can be used for both realtime monitoring and post-interaction reflection (Mavrikis et al 2016). This requires bringing together the expertise of different stakeholders, including computer scientists, developers, educators and students.…”

Section: Join the Communitymentioning

confidence: 99%

Shaping Higher Education with Students

2018

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Our biggest thanks go to everyone in the student author and editorial teams. Coupled with a tremendous team spirit, their desire to make a difference in higher education is deeply moving. Our heartfelt gratitude also goes to all the academics who have served as our R=T Professors in the project. We thank them for their infectious passion for researchbased education and unyielding support to our student authors. Their exemplary approaches to student education are celebrated by their partner students in Section 2 of the book -as they have undeniably inspired our next generation of research-based educators.Apart from the R=T team, we would not have got to where we are without the support from other colleagues and students at UCL. We would like to thank Professor Dilly Fung for supporting the R=T initiative as part of the UCL Connected Curriculum and for her inspiring leadership of the UCL Arena Centre for Research-based Education. Other colleagues from the Arena Centre, particularly those from the Connected Curriculum and ChangeMakers teams, have given us their invaluable support throughout the project. Our special thanks go to Dr Paul Walker, who has given us some great advice on student-staff partnerships. We would also like to thank Howard Gossington and Kim Allen for their copyediting of the manuscripts, and to Patrick Robinson for his filming and editing of R=T video materials. The students and staff who participated in the Masterclasses, discussion events and focus groups have made the project a success by sharing their valuable experience and ideas. We are very grateful for their contribution to the initiative.Our gratitude goes to Dr Asma Buanz, who has kindly allowed us to use her beautifully created image for our book cover. The image shows crystals forming colourful chain link patterns on glass. The crystals themselves are the result of a mixture of two metastable polymorphs. Our book is all about connections -between students and staff and between research and teaching -and it is our hope that it will inspire many more ACknowlEdgEMEnTS vi such linkages at microscopic and macroscopic scales. Asma is herself a researcher and educator in the School of Pharmacy at UCL.Last but not least, we would like to thank Wahida Samie (Education & Campaigns Officer, Chair of the UCLU Board of Trustees, UCL Union, 2015-16), Professor Anthony Smith (UCL Vice-Provost for Education and Student Affairs), Professor David Price (UCL Vice-Provost for Research) and Professor Michael Arthur (UCL President and Provost) for their support for the R=T initiative. Their presence and sharing of precious ideas at the R=T Launch Event in November 2015 was not just a show of support to the initiative but also sent an all-too-important message to the institution and beyond that research-based education is indeed a truly cross-community student-staff partnership effort. Numbers of learners who enrolled in the first offering of our FutureLearn MOOC, and where they are based 268 Can students, like professional educationalists, shape higher ...

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Section: Join the Communitymentioning

confidence: 99%

Shaping Higher Education with Students

2018

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“…The indicators that are meaningful and useful for teachers in their role were identified through an iterative process undertaken collaboratively with our group of teacher collaborators on the MiGen project (see [12]). There are two categories of indicators: task independent (TI) and task dependent (TD).…”

Section: The Migen Systemmentioning

confidence: 99%

“…The TA Tools receive real-time information from the MiGen Server relating to occurrences of TI and TD indicators for each student, and each TA tool presents visually a selection of this information to the teacher. MiGen's suite of TA tools includes Student Tracking (ST), Classroom Dynamics (CD), and Goal Achievements (GA) tools (see [16,12]). For example, Figures 3 and 4 illustrate the web browser versions of the CD and GA tools.…”

Section: The Migen Systemmentioning

confidence: 99%

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Scalable Monitoring of Student Interaction Indicators in Exploratory Learning Environments

Gutierrez-Santos

Capuzzi

Kahn³

et al. 2016

Proceedings of the 25th International Conference Companion on World Wide Web - WWW '16 Companion

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We present and evaluate a web-based architecture for monitoring student-system interaction indicators in Exploratory Learning Environments (ELEs), using as our case study a microworld for secondary school algebra. We discuss the challenging role of teachers in exploratory learning settings and motivate the need for visualisation and notification tools that can assist teachers in focusing their attention across the class and inform teachers' interventions. We present an architecture that can support such Teacher Assistance tools and demonstrate its scalability to allow concurrent usage by thousands of users (students and teachers).

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“…In Gutierrez Santos, Mavrikis, Geraniou, and Poulovassilis () we described also a Grouping Tool that makes recommendations to teachers about how to group students for productive discussion. In Mavrikis, Gutierrez Santos, and Poulovassilis () we presented a high‐level summative evaluation focusing particularly on teachers' perceptions of the tools in relation to supporting real‐time decision making. In contrast, the present paper takes a reflective stance and presents the whole suite of the TA tools, their pedagogical rationale and the design process in a summative manner.…”

Section: Introductionmentioning

confidence: 99%

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

Mavrikis¹,

Geraniou²,

Santos³

et al. 2019

Brit J Educational Tech

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While it is commonly accepted that Learning Analytics (LA) tools can support teachers' awareness and classroom orchestration, not all forms of pedagogy are congruent to the types of data generated by digital technologies or the algorithms used to analyse them. One such pedagogy that has been so far underserved by LA is exploratory learning, exemplified by tools such as simulators, virtual labs, microworlds and some interactive educational games. This paper argues that the combination of intelligent analysis of interaction data from such an Exploratory Learning Environment (ELE) and the targeted design of visualisations has the benefit of supporting classroom orchestration and consequently enabling the adoption of this pedagogy to the classroom. We present a case study of LA in the context of an ELE supporting the learning of algebra. We focus on the formative qualitative evaluation of a suite of Teacher Assistance tools. We draw conclusions relating to the value of the tools to teachers and reflect with transferable lessons for future related work. What is already known about this topic Learning Analytics (LA) tools can support teachers' orchestration but most of the work so far has focus mostly on instructionist pedagogies or Computer‐Supported Collaborative Learning. Exploratory Learning Environments (ELEs) encourage students to freely explore a domain and follow a variety of solutions and have the potential to lead to more engagement and deeper learning. The freedom in ELEs introduces orchestration challenges that hinder the adoption of such pedagogies in classroom. What this paper adds A set of usage scenarios for LA tools for exploratory environments derived from teacher input and design and methodological guidelines based on a reflection from the study. Showcases a suite of Teacher Assistance tools purposefully designed for teachers' orchestration requirements during Exploratory Learning. Empirical evidence of the perceived usefulness of these tools and feedback from a large number of teachers thanks to a methodology of re‐using previously collected classroom data. Implications for practice and/or policy A methodology for involving teachers in the design and evaluation of LA. Highlights teacher training needs for LA. Teachers should be provided with tools that help them orchestrate different activities including ones with digital tools underpinned by a constructionist pedagogy.

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Design and evaluation of teacher assistance tools for exploratory learning environments

Cited by 41 publications

References 14 publications

Shaping Higher Education with Students

Shaping Higher Education with Students

Scalable Monitoring of Student Interaction Indicators in Exploratory Learning Environments

Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning

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