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Wearable technologies should promote adaptive learners
Dragan Gašević@dgasevic
November 15, 2016aWear 2016Stanford, CA, USA
Excitement about the use of technology in education
Excitement about wearable tech
Nield, D. (2015, July 28). Wearable technology in the classroom: what’s available and what does it do? The Guardian. Retrieved from https://www.theguardian.com/teacher-network/2015/jul/28/wearable-technology-classroom-virtual-reality
Collecting more data about learners than ever before
Rhetoric of adaptive learning
Adaptive learning
Offer some benefits, but focus primarily on adaptive algorithms
What about adaptive learners?
ADAPTIVE LEARNERS
Learners construct knowledgeLearners are agents
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5–17.
Winne and Hadwin's model
of self-regulated learning
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ, US: Lawrence Erlbaum Assoc. Publishers.
Winne and Hadwin's model
of self-regulated learning
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ, US: Lawrence Erlbaum Assoc. Publishers.
Why do adaptive learners matter?!
Metacognitive 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
Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator, 37(3), 12-21.
Why do adaptive learners matter?!
Information 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 do adaptive learners matter?!
Sensemaking 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
21st century skills
Griffin, P., & Care, E. (2015). The ATC21S Method. In P. Griffin & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 3–33). Springer Netherlands. http://dx.doi.org/10.1007/978-94-017-9395-7_1
Study skills associated with mind growths
Yan, V. X., Thai, K. P., & Bjork, R. A. (2014). Habits and beliefs that guide self-regulated learning: Do they vary with mindset?. Journal of Applied Research in Memory and Cognition, 3(3), 140-152.
Teaching study tactics is possible
Gašević, D., Mirriahi, N., Dawson, S., & Joksimović, S. (2016, in press). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior. http://dx.doi.org/10.1016/j.chb.2016.10.026
Study strategy detected from trace data
Jovanović, J., Gašević, D., Pardo, A., Dawson, S., Mirriahi, N. (2016). Learning Analytics to Unveil Learning Strategies in a Flipped Classroom. Submitted to The Internet and Higher Education.
Learning strategy
“Any thoughts, behaviors, beliefs or emotions that facilitate the acquisition, understanding or later transfer of new
knowledge and skills”
Weinstein, C. E., Mayer, R. E., & Wittrock, M. (1986). The teaching of learning strategies. In Handbook of research on teaching (Vol. 3, pp. 315–327). New York: Macmillan.
WEARABLES FOR ADAPTIVE LEARNERS
Affordances of wearable technologies
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.
Opportunities
Wu, T., Dameff, C., & Tully, J. (2014). Integrating Google Glass into simulation-based training: experiences and future directions. Journal of Biomedical Graphics and Computing, 4(2), p. 49-54.
Improved role-play and reflection
https://commons.wikimedia.org/wiki/File:Google_Glass_Front.jpg
Opportunities (eye tracking)
Jeelani, I., Albert, A., Azevedo, R., & Jaselskis, E. J. (2016). Development and Testing of a Personalized Hazard-Recognition Training Intervention. Journal of Construction Engineering and Management, 04016120.
Facilitate introspection, self-diagnosis, and correction
Opportunities (dual eye tracking)
Sharma, K., Jermann, P., Nüssli, M. A., & Dillenbourg, P. (2013). Understanding collaborative program comprehension: Interlacing gaze and dialogues. In Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (pp. 430-437).
Collaborative problem solving
Opportunities (electro-dermal)
Pijeira-Díaz, H. J., Drachsler, H., Järvelä, S., & Kirschner, P. A. (2016, April). Investigating collaborative learning success with physiological coupling indices based on electrodermal activity. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 64-73). ACM.
Association of coupled EDA indices and collaboration productivity
CHALLENGES FOR FUTURE WORK
Issues with wearable technologies
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.
Too much (wear) tech dependence
Potential deterioration and/or constrained development
Gill, S. P. (2008). Socio-ethics of interaction with intelligent interactive technologies. Ai & Society, 22(3), 283e300
Lessons from medicine
Presence of wearable devices does not imply better outcomes!
Patel, M. S., Asch, D. A., & Volpp, K. G. (2015). Wearable Devices as Facilitators, Not Drivers, of Health Behavior Change. JAMA, 313(5), 459–460. https://doi.org/10.1001/jama.2014.14781
Implications for
Activities around devices need to be designed
Longitudinal studies are necessary
Ideally suited methodNot ideally suited methodIdeally suited method, but context dependent
Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84-94.
Capturing and measurement of engagement-related processes
Ideally suited methodNot ideally suited methodIdeally suited method, but context dependent
Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84-94.
Capturing and measurement of engagement-related processes
Data triangulation necessa
ry!
How to analyze data when everyone is an outlier
Sharma, K., Chavez-Demoulin, V., Dillenbourg, P. (2016). An Application of Extreme Values Theory to Learning Analytics: Predicting Collaboration Quality from Eye-tracking Data. Submitted to Journal of Learning Analytics
Theory-driven research and theory building
Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.
FINAL REMARKS
Wearable technologies offermuch promise
We must not forget!
Learning and (adaptive) learners must come first on the agenda
Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x
Reich, J. (2015). Rebooting MOOC research - Improve assessment, data sharing, and experimental design. Science. 347(6217), 30-31, http://bit.ly/1s3b5kS
Interdisciplinary teams needed more than ever before
Thank you!
http://learning-analytics.info/
http://lak17.solaresearch.org/