what's going on with engagement in online ite?

What’s going on withengagement in onlineinitial teacher education?

Who?

Why?

What?

How?

Early insights?

9 teacher educators

Prof. Peter AlbionAssoc Prof Robyn HendersonDr Lindy AbawiDr Stewart RiddleDr Petrea RedmondDr Jenny DonovanDr Alice BrownMs Amanda HeffernanDr David Jones

USQ QILT ResultsCritiques of initial teacher educationResearch outputsImprove L&T

https://www.education.gov.au/upholding-quality-quality-indicators-learning-and-teaching

http://www.qilt.edu.au

~20%

online/distance learning programs… have not yet been able to provide high

levels of interpersonal interaction between lecturers and students, and students and their peers

All providers are exploring additional

opportunities for…interaction

seen by many as critical to quality teacher preparation.

http://www.nswteachers.nsw.edu.au/DownloadDocument.ashx?DocumentID=1240

pp. 5-6

in traditional learning settings, instructors

can easily gain insight into the way students work and learn. In LMS..it is more difficult for teachers to understand how the students behave and

learn in the system (Graf & Liu, 2009), and compared to other systems that structure interactions, these environments

provide data on the interaction at a very low level. ..it is necessary to search for empirical methods to better observe patterns in the

online environment(Cerezo et al, 2016, p. 43)

What’s going on withengagement in onlineinitial teacher education?

Who?

Why?

What?

How?

Early insights?

Click/gradeTime/grade

“Rossi” data sets

Network & paths

Content & sentiment

analysis

Learning design

Course specific

Develop analytics

What is revealed?What questions?

Student engagement?

What is needed?

Analytics?

Show participants

Click/gradeTime/grade

“Rossi” data sets

Network & paths

Content & sentiment

analysis

Learning design

Course specific

perceived usefulness was the most influential factor on instructors’ intention

and their actual use of the systems

(Motaghian et al, 2013, p. 158)

..currently available research tools do not yet answermany questions of teachers…..causes for these shortcomings are insufficient involvement of teachersin the design and development of indicators..(Dyckhoff et al., 2013, p.

227)

Click/gradeTime/grade

“Rossi” data sets

Network & paths

Content & sentiment

analysis

Learning design

Course specific

a more widespread problem in

the field of learning analytics: that it is being led by data and not pedagogy

(Ellis, 2013, p. 663)

The risk is that research and development focuses on

the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era

(Buckingham-Shum, 2012, p. 8)

Click/gradeTime/grade

“Rossi” data sets

Network & paths

Content & sentiment

analysis

Learning design

Course specific

..data warehouse development is dominated bycentral IT departments that have little experiencewith decision support.A common theme…is the rediscovery of fundamentalDSS principles like evolutionary development.development processes are not implemented in a linear or even in a parallel fashion, but in continuous action cycles that involve significant user participation. (Arnot & Pervan,

2005)

Click/gradeTime/grade

“Rossi” data sets

Network & paths

Content & sentiment

analysis

Learning design

Course specific

..the challenge posed by learning analytics

is interpreting the resulting data against pedagogical intent and the local context to evaluate the success or otherwise

(Lockyer et al., 2013, p. 1440)

Technology use within individual courses also needs to be accounted for prior to making generalizations at a disciplinary level. (Gašević et al., 2015, p.

82)

fundamental premise…teachers’ pedagogical intent…drives the framing of the analytics that are presented (Corrin et al., 2015, p.

57)

What’s going on withengagement in onlineinitial teacher education?

Who?

Why?

What?

How?

Early insights?

Misc USQ data sources

Kludged into something useful

Converted into analyticson a web server

Viewed by participants

Reflection shared on blog etc.

Outputs generated

What’s going on withengagement in onlineinitial teacher education?

Who?

Why?

What?

How?

Early insights?

Interesting differencesNeCTAR is goodUSQ has work to do

HD A B C F0

500

1000

1500

2000

2500

3000

Clicks/student by grade

# of staff clicks in course site

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

50000

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

% staff forum posts containing links

Kludged into something useful

USQ has work to do

Silos

Limited infrastructure

Individual system owners

Inconsistent data

Lack clarity around privacy/policy

Arnott, D., & Pervan, G. (2005). A critical analysis of decision support systems research. Journal of Information Technology, 20(2), 67–87. doi:10.1057/palgrave.jit.2000035

Buckingham Shum, S. (2012). Learning Analytics. Moscow. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf

Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M. P., & Núñez, J. C. (2016). Students´ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers & Education, 96, 42–54. doi:10.1016/j.compedu.2016.02.006

Corrin, L., Kennedy, G., Barba, P. De, Williams, D., Lockyer, L., Dawson, S., & Copeland, S. (2015). Loop : A learning analytics tool to provide teachers with useful data visualisations. In T. Reiners, B. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected,

digitally enabled. Proceedings ascilite 2015 (pp. 57–61). Perth, Western Australia.

Dyckhoff, a. L., Lukarov, V., Muslim, A., Chatti, M. a., & Schroeder, U. (2013). Supporting action research with learning analytics. In Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK ’13 (pp. 220–229). New York, New York, USA: ACM Press. doi:10.1145/2460296.2460340

Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for assessment analytics. British Journal of Educational Technology, 44(4), 662–664. doi:10.1111/bjet.12028

References

Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2015). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicating learning success. The Internet and Higher Education, 28, 68–84. doi:doi:10.1016/j.iheduc.2015.10.002

Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing Pedagogical Action: Aligning Learning Analytics With Learning Design. American Behavioral Scientist, 57(10), 1439–1459. doi:10.1177/0002764213479367

Motaghian, H., Hassanzadeh, A., & Moghadam, D. K. (2013). Factors affecting university instructors’

adoption of web-based learning systems: Case study of Iran. Computers & Education, 61, 158–167. doi:10.1016/j.compedu.2012.09.016

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