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Wearable technologies should promote adaptive learners
Dragan Gašević@dgasevic
November 15, 2016aWear 2016Stanford, CA, USA
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Excitement about the use of technology in education
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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
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Collecting more data about learners than ever before
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Rhetoric of adaptive learning
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Adaptive learning
Offer some benefits, but focus primarily on adaptive algorithms
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What about adaptive learners?
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ADAPTIVE LEARNERS
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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.
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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.
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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.
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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
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Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator, 37(3), 12-21.
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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
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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
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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
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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.
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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
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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.
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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.
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WEARABLES FOR ADAPTIVE LEARNERS
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Affordances of wearable technologies
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.
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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
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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
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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
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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
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CHALLENGES FOR FUTURE WORK
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Issues with wearable technologies
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.
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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
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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
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Implications for
Activities around devices need to be designed
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Longitudinal studies are necessary
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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
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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!
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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
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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.
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FINAL REMARKS
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Wearable technologies offermuch promise
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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
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Reich, J. (2015). Rebooting MOOC research - Improve assessment, data sharing, and experimental design. Science. 347(6217), 30-31, http://bit.ly/1s3b5kS
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Interdisciplinary teams needed more than ever before
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Thank you!
http://learning-analytics.info/
http://lak17.solaresearch.org/