At arbejde med data som redskab for didaktisk empowerment af lærere og styrkelse af designs for undervisning

Transkript

1 At arbejde med data som redskab for didaktisk empowerment af lærere og styrkelse af designs for undervisning NNU 08/04/19 Kolding rene b christiansen Docent, PhD Forskningsleder v. Center for Skole og Læring post: rbc@pha.dk

2 Key Concepts learning design learning analytics empowerment

3 hvorfor...

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6 formål - at få indsigter frem i lyset, som ellers vil være skjulte (eller på fornemmeren ) - at bidrage til styrkelse af læreres didaktiske beslutninger og robustgøre deres undervisningsdesign

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8 Det var dog det sygeste, jeg længe har læst, mener han det? Det er sindssygt!

9 Internet of Things (IoT): fysiske objekter (sensorer, aktuatorer osv.), der kan kommunikere med hinanden og digitale systemer via internettet. Internet of People (IoP): digitalisering af relationer mellem mennesker, der danner et netværk af kollektiv intelligens og understøtter kommunikation mellem vores digitale identiteter via digitale enheder, internettet og datadeling. Internet of Service (IoS): at være i stand til at skræddersy og kombinere tjenester fra forskellige udbydere baseret på slutbrugernes præferencer og profiler.

10 hvor...

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12 DATA-MÆTTEDE LÆRINGSMILJØER

13 et særligt miljø? The teaching and learning environment are, in themselves, data-saturated. The moderators and participants do not have to produce extraneous data to satisfy any learning analytics ambitions. The digital platform provides data that are easily adaptable to learning analytics analysis. The digital resources needed to generate and analyse the data are manageable.

14 hvad...

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16 Learning analytics Retter sig om at forbedre læringssituationer på et data-understøttet grundlag (empowerment) Academic analytics Institutionsniveau

17 Analytics? learning analytics? learner analytics? teaching analytics? design analytics? (didactical analytics)?

18 LA into LD; enroute to (digital) data saturated learning environments: the computer has been around a while...it was not until very recently that we became able to speak of the digital paths of learning in a learning environment in which all study activity is traceable via digital footprints the aim to improve learning effectiveness (Mort er al. 2017) We talk about TEACHER EMPOWERMENT

19 LA LD INFORM DECISION MAKING: [a] methodology for INFORM DECISION MAKING: LA sees data as capable of informing decision making for teachers, students and mentors alike enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies

20 hvordan et par cases

21 Uformelt

22 Data empowerment et eksempel på learning analytics integreret i underviserens arbejde med at revidere og kvalificere læringsdesign Hvorfor mister dragen hovedet? 1. Kurset er opbygget i moduler med forskellige constraints som henholdsvis understøtter eller hæmmer studieintensitet. 2. Kurset er opbygget i moduler med afsæt i forskellige læringssyn: Learning through Acquisition Learning through Discussion Learning through Collaboration Learning through practice ( authentic, situated and experiential learning). Gynther, K. Christiansen, R. B. Jørnø, R. & Puck, M. (2018). The dinosaur that lost its head: A contribution to a framework for using Learning Analytics in Learning Design. The 6th international conference on designs for learning (submitted for review in LÆRING og MEDIER (LOM)

23 the data and the active learners Of the 188 logged-on participants, 141 were defined as learning active. Our participant must have a sum total of five or more clicks on any resource in the MOOC. criteria for being learning-active was that (a) The following analysis pertains only to the 141 learning active participants. Only 7 out of 141 received 5 badges or more, thus qualifying for a diploma. - - A large group of participants was nowhere near course completion and seemed to be either unable to collect badges or indifferent to doing so. For a different, smaller group, badges appeared to play an ancillary role in their motivation as they all not only reached the required number of badges but received significantly more badges than necessary A small group was few clicks away from a diploma, but failed in doing so maybe because their motivation for joining laid elsewhere (content?)

24 Module 4 opgavedidaktik: arbejdsformer deltageformer bad roi

25 Formelt

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28 Community Of Inquiry (Peirce/Dewey)

29 Design - for hvem? Design - med henblik på (at understøtte) hvad?

30 hvorhen...

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