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Opportunities to facilitate learning on the Internet are widely recognized across subject matters, levels of education and situations ranging from extending one’s hobbies to life-long learning relating to workers’ changing roles in the workplace. However, information available in the Internet, even in formal academic courses, is rarely presented using empirically proven findings from the learning sciences. Often, learners are left “on their own” to figure out which tactics work best for them in seeking and understanding information, and studying to learn it. Given that most learners have weak skills in these areas and in self-regulating learning, this sets a stage for major failures in sensemaking and learning that can have dire societal consequences. On the other hand, there are open issues with the existing (a) tools that are typically designed for a hypothetical but factually non-existent “average” user; and (b) methods that are too often based on self-reports (e.g., questionnaires) that are insufficient to advance research on sensemaking and complex learning processes that involve dynamic feedback loops. This talk (i) discusses results of several studies, in which we have addressed the above challenges, and (ii) outlines promising research topics that spans across the three main research cornerstones – computational, socio-cognitive, and user-centered design.
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Tools and Methods to Enhance Information Seeking,
Sensemaking, and Learning
Dragan Gašević@dgasevic
https://semtech.athabascau.ca
Exciting times
MOOC-mania
http://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-higher-education-and-science
Scientific American, March 13, 2013
Aren’t they great?!
They offer good resources, but…
CHALLENGES
What skills to promote?
How about – critical thinking, creativity, research-intensive learning,
information seeking, sensemaking,self-directed and self-regulated learning,
…
“We teach what we can measure. If we don't measure what we care about,
it will never be taught.”
Paulo Blikinsein, LAK 2013
Three Generation of Distance Education Pedagogies
Anderson, T. & Dron, J. (2011). Three Generations of Distance Education Pedagogy, International Review of Research in Open and Distance Learning 12(3), 80-97, http://goo.gl/j3mRF
Why does it matter?!
ChallengeInformation seeking skills
Judd, T., & Kennedy, G. (2011). Expediency-based practice? Medical students’ reliance on Google and Wikipedia for biomedical inquiries. British Journal of Educational Technology, 42 (2), 351-360. doi:10.1111/j.1467-8535.2009.01019.x
Why does it matter?!
ChallengeSensemaking paradox
Butcher, K. R., & Sumner, R. (2011). Self-Directed Learning and the Sensemaking Paradox. Human–Computer Interaction, 26(1-2), 123-159. doi:10.1080/07370024.2011.556552
Why does it matter?!
ChallengeMetacognitive skills
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
How can we help?
Information seeking, sensemaking, & learning
Complex processes w/ dynamic feedback loops
APPROACH
Evidence-based Discipline
Integration of best research evidence with practitioner expertise and stakeholder values
The goal made up based on
Evidence-based discipline
Information seeking,sensemaking,
learning
Practice
Real world
Research
Evidence-based discipline
Information seeking,sensemaking,
learning
Practice
Real world
Research
Self-reports, laboratory, intrusive,
causality,…
Evidence-based discipline
Information seeking,sensemaking,
learning
Practice
Real world
Research
Self-reports, laboratory, intrusive,
causality,…
Users “on average”, GIGO, ..
GIGO – Garbage In Garbage Out
Intervene/instrument
Evidence-based discipline
Information seeking,sensemaking,
learning
Practice
Real world!
Research
Self-reports, laboratory, intrusive,
causality,…
Users “on average”,GIGO, …
GIGO – Garbage In Garbage Out
Intervene/instrument
Collect/Analyze
Learning Analytics – What?
Measurement, collection, analysis, and reporting of data about
learners and their contexts
Learning Analytics – Why?
Understanding and optimising learning and the environments
in which learning occurs
TOOLS
Data Collection
Importance of context
Tool and format independent Aggregates and integrates
Learning Context Ontology: LOCO
Jovanovic, J., Knight, C., Gasevic, D., Richards, G. (2007). Ontologies for Effective Use of Context in e-Learning Settings. Educational Technology & Society, 10(3), 47-59.
http://intelleo.eu
LOCO-Analyst
OAST and LOCO-Analyst
Ali, L., Hatala, M. Gašević, D., Jovanović, J., (2012). A Qualitative Evaluation of Evolution of a Learning Analytics Tool," Computers & Education, 58(1), 470-489
Learning Environment
LOCO-Analyst
Learning Analytics
Visual analytics requested (77.8%)
Ali, L., Hatala, M. Gašević, D., Jovanović, J. (2012). A Qualitative Evaluation of Evolution of a Learning Analytics Tool. Computers & Education, 58(1) 470-489.
LOCO-Analyst
LOCO-Analyst
LOCO-Analyst
LOCO-Analyst
Student comprehension
Student comprehension
Gašević, D., et al. (2011). An Approach to Folksonomy-based Ontology Maintenance for Learning Environments. IEEE Transactions on Learning Technologies, 4(4), pp. 301-314.
METHODS
Learning Analytics Acceptance Model
Ali, L., Asadi, M., Gašević, D., Jovanović, J., Hatala, M. (2013). Factors Influencing Beliefs for Adoption of a Learning Analytics Tool: An Empirical Study," Computers & Education, 62, 130–148.
Learning Analytics
What to measure?
We don’t need page access counts!
Wilson, T.D. (1999). Models in information behaviour research. Journal of Documentation, 55(3), 249 - 270, doi:10.1108/EUM0000000007145
Cognitive Presence in Online Discussions – Moderator Role
Cognitive presence Non-moderator Moderator t(df)
Control
group
Triggering event 4.29 (4.51) 1.05 (0.23) 4.18(37)*
Exploration 4.92 (4.12) 5.26 (3.43) -0.46(37)
Integration 1.42 (2.07) 2.68 (1.76) -3.05(37)**
Resolution 0.24 (0.49) 0.74 (1.01) -3.15(37)**
Other 0.89 (1.45) 0.89 (1.03) 0.00(37)
Interventi
on grou
p
Triggering event 1.43 (1.98) 1.02 (0.15) 1.35(43)
Exploration 3.64 (2.47) 2.82 (2.09) 1.83(43)
Integration 3.86 (3.00) 3.93 (2.32) -0.15(43)
Resolution 0.43 (0.85) 1.07 (1.50) -2.74(43)***
Other 0.86 (1.36) 0.61 (0.90) 1.21(43)
* p < 0.001; ** p < 0.005; *** p < 0.01
Cognitive Presence in Online Discussions – Association w/ Grades
Cognitive presence TMA1 TMA2 TMA3 TMA4 Final
Control group
Triggering event -.226 .005 -.046 -.050 -.010Exploration -.001 .141 .009 -.037 .048Integration .128 .060 .034 .043 .113Resolution .201 .027 -.023 -.054 .074Other -.028 .078 .113 .106 .154
Intervention group
Triggering event .149 -.077 -.070 .000 .016Exploration .216 .197 .163 .223 .243
Integration .156 .396** .417** .338* .454**
Resolution -.041 .060 .154 .083 .129Other .219 .046 .050 .075 .088
** p < 0.01; * p < 0.05
Analytics for Social Learning Environments
Automated content analysis and role miningOpen learner modeling
Recommendations
Self-regulated (Workplace) Learning
Trace-based Measurement Protocol
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhD Thesis, Simon Fraser University.
Self-regulated (Workplace) Learning
Self-regulated (Workplace) Learning
http://learningworksforkids.com/EF/metacognition.html
Information Interaction
Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413–419. doi:10.1016/j.learninstruc.2012.03.004
Information Interaction
Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413–419. doi:10.1016/j.learninstruc.2012.03.004
Achievement goal orientation (2x2)
Concept and relation filtering
Zouaq, A., Gašević, D., Hatala, M., "Towards Open Ontology Learning and Filtering," Information Systems, Vol. 36, No. 7, 2011, pp. 1064-1081.
Concept and relation filtering
Zouaq, A., Gašević, D., Hatala, M., "Towards Open Ontology Learning and Filtering," Information Systems, Vol. 36, No. 7, 2011, pp. 1064-1081.
FORWARD-LOOKING
Analyzing dynamic processes
http://www.processmining.org
Enough text obsession!
Forward-looking
George Siemens, LAK 2013
CLAS – Collaborative Lecture Annotation System
Multimodal analytics
Forward-looking
http://www.solaresearch.org
SUMMARY
Thank you!
