Designing a learning analytics dashboard for twitter-facilitated teaching

Gruzd, Anatoliy; Conroy, Nadia

doi:10.1145/3231644.3231704

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…The authors would like to thank our study participants and members of the Social Media Lab, especially Zahra Vahedi, for their feedback on the project. An earlier version of this paper was presented at the 2018 Conference on Learning at Scale [13].…”

Section: Acknowledgmentsmentioning

confidence: 99%

Learning Analytics Dashboard for Teaching with Twitter

Gruzd¹,

Conroy²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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As social media takes root in our society, more University instructors are incorporating platforms like Twitter into their classroom. However, few of the current Learning Analytics (LA) systems process social media data for instructional interventions and evaluation. As a result, instructors who are using social media cannot easily assess their students' learning progress or use the data to adjust their lessons in real time. We surveyed 54 university instructors to better understand how they use social media in the classroom; we then used these results to design and evaluate our own Twitter-centric LA dashboard. The overarching goals for this project were to 1) assist instructors in determining whether their particular use of Twitter met their teaching objectives, and 2) help system designers navigate the nuance of designing LA dashboards for social media platforms.

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Section: Acknowledgmentsmentioning

confidence: 99%

Learning Analytics Dashboard for Teaching with Twitter

Gruzd¹,

Conroy²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…The results of the study are in the form of data visualization that can provide ideas about how students can explain and explain student interactions in groups. The next dashboard prototype is used to analyze student interactions in using Twitter in the implementation of academic learning (Gruzd and Conroy 2018). The dashboard prototype in this study was used to see student interactions in accessing the same material and information in the learning class.…”

Section: Introductionmentioning

confidence: 99%

Development of prototype electronic dashboard service performance of LPKA class I Palembang

Hadiwijaya¹,

Febrianty²,

Azdy³

2021

SinkrOn

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LPKA Palembang provides services to the community in the form of coaching in the fields of education, skills training, community guidance, and alleviation, services for Andikpas visits and complaints, remission submission services, assimilation, and other submissions especially to support alleviation programs such as the Conditional Leave (CB) program, Leaving Towards Free (CMB), and Parole (PB). To provide the best convenience and quality in providing services, a system is needed that can not only be used to submit and process service data online, but also can integrate service data so that it can be more easily accessed anytime and anywhere. The system created is an electronic dashboard or e-dashboard that can present data visually so that it is easily understood by readers. This study aims to build a prototype that can provide an overview of the e-dashboard system to be built. From the prototype evaluation, user feedback can be obtained which can be used to build an actual e-dashboard system so that it can reduce deviations from the system being built. The stages in this research are planning, designing, building, and evaluating the prototype. The results of this study are the development of e-Dashboard prototype that had been tested by 80% of LPKA Class I Palembang employees. The developed prototype has features that almost meet user needs because the system development is based on a quick analysis of the needs of future e-Dashboard users.

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“…However, much of the research to date has focused primarily on providing insights about how social media platforms are used to support formal modes of learning. Few studies have examined the use of platforms like Twitter and Facebook to support informal learning outside the classroom (Gruzd et al 2014, Gruzd andConroy 2018). This chapter seeks to address this research gap by investigating what we refer to as 'learning in the wild' (following Hutchins' Cognition in the Wild, 1995), in which learning is not occurring in formal classes, guided by instructors, graded or structured around a syllabus.…”

Section: Introductionmentioning

confidence: 99%