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Journal articles on the topic 'Teacher Dashboards'
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van Leeuwen, Anouschka, Carolien A. N. Knoop-van Campen, Inge Molenaar, and Nikol Rummel. "How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 6–21. http://dx.doi.org/10.18608/jla.2021.7325.
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Teacher dashboards are a specific form of analytics in which visual displays provide teachers with information about their students; for example, concerning student progress and performance on tasks during lessons or lectures. In the present paper, we focus on the role of teacher dashboards in the context of teacher decision-making in K–12 education. There is large variation in teacher dashboard use in the classroom, which could be explained by teacher characteristics. Therefore, we investigate the role of teacher characteristics — such as experience, age, gender, and self-efficacy — in how teachers use dashboards. More specifically, we present two case studies to understand how diversity in teacher dashboard use is related to teacher characteristics. Surprisingly, in both case studies, teacher characteristics were not associated with dashboard use. Based on our findings, we propose an initial framework to understand what contributes to diversity of dashboard use. This framework might support future research to attribute diversity in dashboard use. This paper should be seen as a first step in examining the role of teacher characteristics in dashboard use in K–12 education.
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Dickler, Rachel, Janice Gobert, and Michael Sao Pedro. "Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 105–22. http://dx.doi.org/10.18608/jla.2021.7153.
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Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students’ inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students’ inquiry improved after receiving teachers’ help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry.
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van Leeuwen, Anouschka, Nikol Rummel, and Tamara van Gog. "What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?" International Journal of Computer-Supported Collaborative Learning 14, no. 3 (May 24, 2019): 261–89. http://dx.doi.org/10.1007/s11412-019-09299-x.
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Keuning, Trynke, and Marieke van Geel. "Differentiated Teaching With Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most." IEEE Transactions on Learning Technologies 14, no. 2 (April 1, 2021): 201–10. http://dx.doi.org/10.1109/tlt.2021.3072143.
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Vázquez-Ingelmo, Andrea, Francisco José García-Peñalvo, Roberto Therón, and Miguel Ángel Conde. "Representing Data Visualization Goals and Tasks through Meta-Modeling to Tailor Information Dashboards." Applied Sciences 10, no. 7 (March 27, 2020): 2306. http://dx.doi.org/10.3390/app10072306.
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Information dashboards are everywhere. They support knowledge discovery in a huge variety of contexts and domains. Although powerful, these tools can be complex, not only for the end-users but also for developers and designers. Information dashboards encode complex datasets into different visual marks to ease knowledge discovery. Choosing a wrong design could compromise the entire dashboard’s effectiveness, selecting the appropriate encoding or configuration for each potential context, user, or data domain is a crucial task. For these reasons, there is a necessity to automatize the recommendation of visualizations and dashboard configurations to deliver tools adapted to their context. Recommendations can be based on different aspects, such as user characteristics, the data domain, or the goals and tasks that will be achieved or carried out through the visualizations. This work presents a dashboard meta-model that abstracts all these factors and the integration of a visualization task taxonomy to account for the different actions that can be performed with information dashboards. This meta-model has been used to design a domain specific language to specify dashboards requirements in a structured way. The ultimate goal is to obtain a dashboard generation pipeline to deliver dashboards adapted to any context, such as the educational context, in which a lot of data are generated, and there are several actors involved (students, teachers, managers, etc.) that would want to reach different insights regarding their learning performance or learning methodologies.
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McCoy, Chase, and Patrick Shih. "Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program." Journal of Learning Analytics 3, no. 3 (December 19, 2016): 193–214. http://dx.doi.org/10.18608/jla.2016.33.10.
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Educational data science (EDS) is an emerging, interdisciplinary research domain that seeks to improve educational assessment, teaching, and student learning through data analytics. Teachers have been portrayed in the EDS literature as users of pre-constructed data dashboards in educational technologies, with little consideration given to them as active producers of data analytics. This article presents the case study results of an EDS program at a large university in Midwestern U.S.A. in which faculty and instructors were provided with access to institutional data and data analytics technologies in order to explore questions related to their classroom and departmental environments. Semi-structured interviews of program participants were conducted to examine the participants’ experiences as practitioner researchers in EDS. The analysis showed that participants were motivated to participate to improve their learning and educational environments through data analytics, as opposed to developing a research agenda in EDS; that participants experienced a range of barriers related to data literacy; and that participant community support in addition to administrative support are vital to teacher-focused EDS programs. This study adds to a small but growing body of research in EDS and practitioner research that considers teachers as producers and not just consumers of data analytics.
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Tissenbaum, Mike, and Jim Slotta. "Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents." International Journal of Computer-Supported Collaborative Learning 14, no. 3 (September 2019): 325–51. http://dx.doi.org/10.1007/s11412-019-09306-1.
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Michaeli, Shiran, Dror Kroparo, and Arnon Hershkovitz. "Teachers’ Use of Education Dashboards and Professional Growth." International Review of Research in Open and Distributed Learning 21, no. 4 (July 23, 2020): 61–78. http://dx.doi.org/10.19173/irrodl.v21i4.4663.
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Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners’ activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers’ professional growth. We used the framework defined by the International Society for Technology in Education’s (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.
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Charleer, Sven, Joris Klerkx, and Erik Duval. "Learning Dashboards." Journal of Learning Analytics 1, no. 3 (December 2, 2014): 199–202. http://dx.doi.org/10.18608/jla.2014.13.22.
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My work explores how information visualisation techniques can be applied to Learning Analytics data to help teachers and students deal with the abundance of learner traces. I also investigate how the affordances of large interactive surfaces can facilitate a collaborative sense-making environment for multiple students and teachers to explore these learner traces together.
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Knight, David B., Cory Brozina, and Brian Novoselich. "An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches." Journal of Learning Analytics 3, no. 3 (December 19, 2016): 215–38. http://dx.doi.org/10.18608/jla.2016.33.11.
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This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to students’ success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors emphasized a preference for learning analytics systems to focus on aggregate as opposed to individual data. Another consistent theme across students and instructors was an interest in bringing data related to time (e.g., how time is spent outside of class) into learning analytics products. Students’ and instructors’ viewpoints diverged in the “level” at which they would find a learning analytics dashboard useful—instructors remained focused on a specific class, but students drove the conversation to a much broader scope at the major or university level but in a discipline-specific manner. Such practices that select relevant data and develop models with learners and teachers instead of for learners and teachers should better inform development of and, ultimately, sustainable use of learning analytics-based models and dashboards.
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Molenaar, I., and C. A. N. Knoop-van Campen. "How Teachers Make Dashboard Information Actionable." IEEE Transactions on Learning Technologies 12, no. 3 (July 1, 2019): 347–55. http://dx.doi.org/10.1109/tlt.2018.2851585.
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López Tavares, D., K. Perkins, M. Kauzmann, and C. Aguirre Velez. "Towards a teacher dashboard design for interactive simulations." Journal of Physics: Conference Series 1287 (August 2019): 012055. http://dx.doi.org/10.1088/1742-6596/1287/1/012055.
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Amalia, Nur Laita Rizki, Ahmad Afif Supianto, Nanang Yudi Setiawan, Vicky Zilvan, Asri Rizki Yuliani, and Ade Ramdan. "Student Academic Mark Clustering Analysis and Usability Scoring on Dashboard Development Using K-Means Algorithm and System Usability Scale." Jurnal Ilmu Komputer dan Informasi 14, no. 2 (July 4, 2021): 137–43. http://dx.doi.org/10.21609/jiki.v14i2.980.
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Learning activities are one of the processes of delivering information or messages from teachers to students. SMPN 4 Sidoarjo is a State Junior High School (JHS) located in Sidoarjo Regency. During the learning process, the collected academic score data were still not well organized by teachers and school principals in monitoring student learning performance. The score data is from Bahasa Indonesia subject from a teacher with 222 data included at 2019/2020 school year. The method used in student clustering is K-Means. The number of clusters are determined using the elbow method and displayed in graphic form. Clustering result can be used as a reference for teachers in determining study groups and determining the best treatment for each cluster. The best clustering results are proven by validation score using Davies-Bouldin Index, Silhouette Width, and Calinski-Harabasz Index. Three clusters were obtained for each class level of data, while the cluster ranges from two to five for the data for each study group. The dashboard is used in order to visualize the clustering result. Usability testing using System Usability Scale (SUS) has a score value of 87.5, which means that the dashboard can be accepted by SMPN 4 Sidoarjo.
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Leonardou, Angeliki, Maria Rigou, Aliki Panagiotarou, and John Garofalakis. "The Case of a Multiplication Skills Game: Teachers’ Viewpoint on MG’s Dashboard and OSLM Features." Computers 10, no. 5 (May 17, 2021): 65. http://dx.doi.org/10.3390/computers10050065.
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Educational games and digital game-based learning (DGBL) provide pupils interactive, engaging, intelligent, and motivating learning environments. According to research, digital games can support students’ learning and enhance their motivation to learn. Given the central role teachers play in the learning process, their perceptions of DGBL play a significant role in the usage and effectiveness of game-based learning. This paper presents the main findings of an online research on primary school teachers’ attitudes toward DGBL. Furthermore, the research investigates teachers’ opinions about the functionalities provided by the implemented Multiplication Game (MG) and the newly incorporated teacher dashboard. The MG is an assessment and skills improvement tool that integrates an adaptation mechanism that identifies student weaknesses on the multiplication tables and in its latest version also supports a strong social parameter. Students can be informed about their own progress as well as the progress of their peers in an effort to examine if social interaction or competition can increase players’ motivation, which is a subject that raised some concerns in the teaching community. The paper describes the functional options offered by the MG dashboard and documents the outcomes of an online survey conducted with the participation of 182 primary school teachers. The survey indicated the potential usefulness of MG and the benefits it can offer as a learning tool to improve pupil multiplication skills and help teachers identify individual pupil skills and difficulties and adapt their teaching accordingly. The analysis applied has found a correlation between teachers’ perceptions about MG and their view on using digital games in general.
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Winer, Amir, and Nitza Geri. "Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns." Online Journal of Applied Knowledge Management 7, no. 2 (July 30, 2019): 41–55. http://dx.doi.org/10.36965/ojakm.2019.7(2)41-55.
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Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).
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Scheneider, Thaís, and Robson Lemos. "Use of Learning Analytics Interactive Dashboards in Serious Games." International Journal for Innovation Education and Research 8, no. 3 (March 1, 2020): 150–74. http://dx.doi.org/10.31686/ijier.vol8.iss3.2220.
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The learning analytics in serious games, corresponds to a subject in increasing demand in the educational field. In this context, there is a need to study how data visualizations found in the literature are adopted in learning analytics in serious games. This paper presents a Systematic Literature Review (SLR) on how the evolution of studies associated with the use of learning analytics interactive dashboards in serious games is processed, seeking to investigate the characteristics of using dashboards for viewing educational data. A bibliometric analysis was carried out in which 75 relevant studies were selected from the Scopus, Web of Science, and IEEExplore databases. From the data analysis, it was observed that in the current literature there is a reduced number of studies containing the main actors in the learning process, as follows: teachers/instructors, students/participants, game developers/designers, and managers/researchers. In the vast majority of investigated studies, data visualization algorithms are used, where the main focus takes into account only actors, such as teachers/instructors and students/participants.
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Jarke, Juliane, and Felicitas Macgilchrist. "Dashboard stories: How narratives told by predictive analytics reconfigure roles, risk and sociality in education." Big Data & Society 8, no. 1 (January 2021): 205395172110255. http://dx.doi.org/10.1177/20539517211025561.
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In this paper, we explore how the development and affordances of predictive analytics may impact how teachers and other educational actors think about and teach students and, more broadly, how society understands education. Our particular focus is on the data dashboards of learning support systems which are based on Machine Learning (ML). While previous research has focused on how these systems produce credible knowledge, we explore here how they also produce compelling, persuasive and convincing narratives. Our main argument is that particular kinds of stories are written by predictive analytics and written into their data dashboards. Based on a case study of a leading predictive analytics system, we explore how data dashboards imply causality between the ‘facts’ they are visualising. To do so, we analyse the stories they tell according to their spatial and temporal dimensions, characters and events, sequentiality as well as tellability. In the stories we identify, teachers are managers, students are at greater or lesser risk, and students’ sociality is reduced to machine-readable interactions. Overall, only data marked as individual behaviours becomes relevant to the system, rendering structural inequalities invisible. Reflecting on the implications of these systems, we suggest ways in which the uptake of these systems can interrupt such stories and reshape them in other directions.
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Fahrezy, Husein Muhammad, Toga Parlindungan Silaen, and Henderi Henderi. "MODEL INFORMATION DASHBOARD NILAI SISWA: TOOLS MONITORING HASIL BELAJAR." Jurnal Ilmiah Matrik 22, no. 1 (March 30, 2020): 36–42. http://dx.doi.org/10.33557/jurnalmatrik.v22i1.837.
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In teaching and learning activities it is necessary to have monitoring activities carried out by teachers to the principal, so that the teaching staff know the values and limits of the ability of their students. The process of delivering information about the grades of students to the principal is still manually and less than optimal. So we need a system that makes it easy for teachers to monitor their students. Therefore, the discussion in this paper is to design a dashboard information model that will facilitate collaboration between teachers and monitor the development of students' abilities by the principal. This research uses the needs analysis, planning, prototype design and prototype review methods. So the data displayed will be in accordance with what is needed by the school. With the dashboard information will provide teaching staff information that is as needed, interactive and more efficient.
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Bartlett, Andrew, Carl R. Schneider, Jonathan Penm, and Ardalan Mirzaei. "Use of Visual Dashboards to Enhance Pharmacy Teaching." Pharmacy 9, no. 2 (April 23, 2021): 93. http://dx.doi.org/10.3390/pharmacy9020093.
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Teaching large cohorts of pharmacy students with a team of multiple tutors in a feedback intensive course poses challenges in relation the amount of data generated, data integrity, interpretation of the data and importantly application of the insights gained from the data. The dispensing and counselling course in the third year BPharm at the University of Sydney has implemented the USyd Pharmacy Dashboard, developed to address these challenges following the Technological Pedagogical Content Knowledge Framework (TPACK) to integrate technology into teaching. The dashboard was designed to improve the student experience through more consistent feedback, gain insights to improve teaching delivery and provide efficiencies in maintaining data integrity. The tool has been developed using an action-based research approach whereby ideas are put into practice as the means to further develop the idea and improve practice. Refinement of the USyd Pharmacy Dashboard over three years has shown improvements in teaching delivery as teachers can respond to emerging trends. Student performance and satisfaction scores have increased, mainly due to improved consistency between tutors and improved delivery of feedback. Time involved with administrative tasks such as data maintenance is reduced. Opportunities for further refinements such as real time benchmarking and developing an open learner model have become apparent.
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Marier, Syauqie Muhammad, and Pipit Febriana Dewi. "Tahfidz Quran Monitoring System in Islamic Boarding Schools." Telematika 18, no. 1 (March 16, 2021): 1. http://dx.doi.org/10.31315/telematika.v18i1.3931.
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Purpose: development a good tahfidz quran monitoring system, in presenting the data to quran teachers and parents. Presentation of data in the proposed monitoring system is in the form of tables, text, a graph of the Tahfidz progression and a dashboard for the achievement of the Tahfidz target.Design/methodology/approach: waterfallFindings/result: the tahfidz monitoring system that presents data in the form of graphs, charts, tables and text, thus providing monitoring functions that are easy to read and quickly understood.Originality/value/state of the art: dashboard display and chart on the tahfidz quran monitoring system
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Safsouf, Yassine, Khalifa Mansouri, and Franck Poirier. "TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners." Journal of Information Technology Education: Research 20 (2021): 331–50. http://dx.doi.org/10.28945/4820.
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Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.
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Saptono, Arief, Siti Hajar, and Citha Pardiani Atmaja Putri. "RANCANG BANGUN SISTEM PENILAIAN KINERJA GURU DAN TENAGA KEPENDIDIKAN BERBASIS KPI UNTUK MENINGKATKAN PELAYANAN SEKOLAH." Journal CERITA 6, no. 1 (February 5, 2020): 52–62. http://dx.doi.org/10.33050/cerita.v6i1.888.
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The process of evaluating the performance of teachers and education personnel in several schools is still carried out manually, where the calculation of performance is only seen based on absenteeism and is still very subjective, this is quite time consuming in the calculation so thatit is ineffective and inefficient besides the results are less accurate. To overcome the problems above, we need a computerized system so that it can solve the problem and speed up the process. Therefore, this study proposes the design of teacher and staff performance appraisal systems automatically based on data collection methods, pieces analysis to evaluate system performance, and design methods using uml (unifield modeling language) which includes usecase, activity, squence and class diagrams as a tool to provide an overview of the design that is running or will be created. Then for the database processing using mysql, which will ultimately produce a well-integrated system, so that the model created is expected to be able to calculate the performance of teachers and education personnel quickly, accurately, objectively and transparently. This can be done because the calculation process is computerized, and the assessment categories include very good, good, sufficient and less. In addition the existence of a dashboard in the form of recapitulation can be used as a basis for decision making.
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Pelánek, Radek. "Analyzing and Visualizing Learning Data: A System Designer's Perspective." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 93–104. http://dx.doi.org/10.18608/jla.2021.7345.
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In this work, we consider learning analytics for primary and secondary schools from the perspective of the designer of a learning system. We provide an overview of practically useful analytics techniques with descriptions of their applications and specific illustrations. We highlight data biases and caveats that complicate the analysis and its interpretation. Although we intentionally focus on techniques for internal use by designers, many of these techniques may inspire the development of dashboards for teachers or students. We also identify the consequences and challenges for research.
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Solorzano Alcivar, Nayeth I., Robert Loor Zambrano, Stalyn Gonzabay Yagual, and Boris X. Vintimilla Burgos. "Statistical Representations of a Dashboard to Monitor Educational Videogames in Natural Language." SHS Web of Conferences 77 (2020): 05003. http://dx.doi.org/10.1051/shsconf/20207705003.
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This paper explains how Natural Language (NL) processing by computers, through smart programs as a way of Machine Learning (ML), can represent large sets of quantitative data as written statements. The study recognized the need to improve the implemented web platform using a dashboard in which we collected a set of extensive data to measure assessment factors of using children’s educational games. In this case, applying NL is a strategy to give assessments, build, and display more precise written statements to enhance the understanding of children’s gaming behavior.We propose the development of a new tool to assess the use of written explanations rather than a statistical representation of feedback information for the comprehension of parents and teachers with a lack of primary level knowledge in statistics. Applying fuzzy logic theory, we present verbatim explanations of children’s behavior playing educational videogames as NL interpretation instead of statistical representations. An educational series of digital game applications for mobile devices, identified as MIDI (Spanish acronym of “Interactive Didactic Multimedia for Children”) linked to a dashboard in the cloud, is evaluated using the dashboard metrics. MIDI games tested in local primary schools helps to evaluate the results of using the proposed tool. The guiding results allow analyzing the degrees of playability and usability factors obtained from the data produced when children play a MIDI game. The results obtained are presented in a comprehensive guiding evaluation report applying NL for parents and teachers. These guiding evaluations are useful to enhance children’s learning understanding related to the school curricula applied to ludic digital games.
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Baneres, David, Ana Elena Guerrero-Roldán, M. Elena Rodríguez-González, and Abdulkadir Karadeniz. "A Predictive Analytics Infrastructure to Support a Trustworthy Early Warning System." Applied Sciences 11, no. 13 (June 22, 2021): 5781. http://dx.doi.org/10.3390/app11135781.
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Learning analytics is quickly evolving. Old fashioned dashboards with descriptive information and trends about what happened in the past are slightly substituted by new dashboards with forecasting information and predicting relevant outcomes about learning. Artificial intelligence is aiding this revolution. The accessibility to computational resources has increased, and specific tools and packages for integrating artificial intelligence techniques leverage such new analytical tools. However, it is crucial to develop trustworthy systems, especially in education where skepticism about their application is due to the risk of teachers’ replacement. However, artificial intelligence systems should be seen as companions to empower teachers during the teaching and learning process. During the past years, the Universitat Oberta de Catalunya has advanced developing a data mart where all data about learners and campus utilization are stored for research purposes. The extensive collection of these educational data has been used to build a trustworthy early warning system whose infrastructure is introduced in this paper. The infrastructure supports such a trustworthy system built with artificial intelligence procedures to detect at-risk learners early on in order to help them to pass the course. To assess the system’s trustworthiness, we carried out an evaluation on the basis of the seven requirements of the European Assessment List for trustworthy artificial intelligence (ALTAI) guidelines that recognize an artificial intelligence system as a trustworthy one. Results show that it is feasible to build a trustworthy system wherein all seven ALTAI requirements are considered at once from the very beginning during the design phase.
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Martinez-Maldonado, Roberto. "A handheld classroom dashboard: Teachers’ perspectives on the use of real-time collaborative learning analytics." International Journal of Computer-Supported Collaborative Learning 14, no. 3 (September 2019): 383–411. http://dx.doi.org/10.1007/s11412-019-09308-z.
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Ruiperez-Valiente, Jose A., Manuel J. Gomez, Pedro A. Martinez, and Yoon Jeon Kim. "Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom." IEEE Access 9 (2021): 83467–81. http://dx.doi.org/10.1109/access.2021.3086703.
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Guitart, Isabel, and Jordi Conesa. "Adoption of Business Strategies to Provide Analytical Systems for Teachers in the Context of Universities." International Journal of Emerging Technologies in Learning (iJET) 11, no. 07 (July 21, 2016): 34. http://dx.doi.org/10.3991/ijet.v11i07.5887.
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Competitive organizations have implemented systems of business intelligence in order to help employees in the process of evidence-based decision-making. Using these systems in university will provide a set of analytical tools that support decision-making of academics focused to the improvement of their research and teaching activities. In the case of teachers, for example, it may help to better understand students, how they learn and how to improve the learning processes according to evidences. To implement these systems efficiently it is necessary to gather data about the activities students and teachers perform during the learning-teaching process. Currently, most universities provide virtual learning environments (VLE) where students perform most of their learning activities. These environments may store data about the interaction of their users and, therefore, gather information of all the agents during the teaching-learning process. Our proposal is to adopt the strategies of business intelligence, which resulted useful in organizations, to universities. By applying analytic techniques on the large volume of data stored in the VLE, we propose to build dashboards for teachers and academic program managers in order to help them to take decisions that improve teaching in the short, medium and long term.
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Martinez-Maldonado, Roberto. "Correction to: A handheld classroom dashboard: teachers’ perspectives on the use of real-time collaborative learning analytics." International Journal of Computer-Supported Collaborative Learning 14, no. 3 (September 2019): 413–14. http://dx.doi.org/10.1007/s11412-019-09314-1.
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Bao, Haogang, Yanyan Li, You Su, Shuang Xing, Nian-Shing Chen, and Carolyn Penstein Rosé. "The effects of a learning analytics dashboard on teachers’ diagnosis and intervention in computer-supported collaborative learning." Technology, Pedagogy and Education 30, no. 2 (March 15, 2021): 287–303. http://dx.doi.org/10.1080/1475939x.2021.1902383.
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McDiarmid, G. Williamson. "Competing Theories for Improving Teacher Preparation Programs: The Case of North Carolina." ECNU Review of Education 2, no. 2 (June 2019): 117–36. http://dx.doi.org/10.1177/2096531119853662.
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Purpose: Written from the prospective of a school of education dean, the article describes how deans worked with researchers and university system staff to develop multiple measures of teacher preparation program (TPP) quality. Design/Approach/Methods: As a key participant in the development of a multi-methods approach to evaluating (TPP) quality, the author frequently interacted with the university system oversight staff, the researchers tasked with measuring TPP quality, and the school of education deans. The article draws on his experience in collaborating with individuals in these three groups over an 8-year period. The article also reviews the controversial history of hierarchical linear models as tools for evaluating TPPs. Findings: The author argues that over time and as a result of frequent conversations and discussions, the three groups collaborated in creating a data dashboard that provides TPP faculty with evidence that enables them to make data-informed improvements to their programs and satisfies policymakers’ interest in informing the public of TPP quality. Originality/Value: Few, if any, articles have been published that describe a collaborative process for creating a data repository that can inform the continuous improvement of TPPs and address policymakers’ concerns about teacher quality. Educators, researchers, and policymakers elsewhere may learn about how to develop a partnership focused on generating and using data in program improvement as well as the value of multiple measures in evaluating TPPs and informing policymakers.
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Zotov, Vladimir, Iman Ibrahim, Irina Petunina, and Yuliya Lazareva. "Engagement of Students in Data Visualization for the Purpose of E-Learning Improvement." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 46. http://dx.doi.org/10.3991/ijet.v16i02.18745.
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The study describes an approach to e-learning based on the Moodle platform that is used to visualize participation in the learning community and is proposed to be used to inform students and teachers about their involvement in the social learn-ing environment. The experiment involved 5 teachers and 3 experts who deter-mined the most significant visualization indicators for the virtual learning envi-ronment dashboards. There were 42 students aged 21 to 23. The virtual learning environment is based on the Moodle and Blackboard platforms that are common-ly used in universities. SocialWall allowed participants to perform actions in the social environment that are visualized in graphs under the specified criteria. A Wiki repository plugin was also added in order to accumulate student knowledge in shared structured documents stored in a shared repository. The relational data-base management system MySQL allows creation of additional relations, data-base design and administration. The visualization activities described in the study are based on modified state transition networks to analyze and visualize the stu-dent learning path. Student trajectory networks show the interaction of individual learners or groups with the course structure and material.
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Gomez, Manuel J., José A. Ruipérez-Valiente, Pedro A. Martínez, and Yoon Jeon Kim. "Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game." Sensors 21, no. 4 (February 3, 2021): 1025. http://dx.doi.org/10.3390/s21041025.
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Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of Shadowspect, a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using Shadowspect so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.
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Rodrigues, Rodrigo Lins, Jorge Luis Cavalcanti Ramos, João Carlos Sedraz Silva, Raphael A. Dourado, and Alex Sandro Gomes. "Forecasting Students' Performance Through Self-Regulated Learning Behavioral Analysis." International Journal of Distance Education Technologies 17, no. 3 (July 2019): 52–74. http://dx.doi.org/10.4018/ijdet.2019070104.
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The increasing use of the Learning Management Systems (LMSs) is making available an ever-growing, volume of data from interactions between teachers and students. This study aimed to develop a model capable of predicting students' academic performance based on indicators of their self-regulated behavior in LMSs. To accomplish this goal, the authors analyzed behavioral data from an LMS platform used in a public University for distance learning courses, collected during a period of seven years. With this data, they developed, evaluated, and compared predictive models using four algorithms: Decision Tree (CART), Logistic Regression, SVM, and Naïve Bayes. The Logistic Regression model yielded the best results in predicting students' academic performance, being able to do so with an accuracy rate of 0.893 and an area under the ROC curve of 0.9574. Finally, they conceived and implemented a dashboard-like interface intended to present the predictions in a user-friendly way to tutors and teachers, so they could use it as a tool to help monitor their students' learning process.
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Bañeres, David, M. Elena Rodríguez, Ana Elena Guerrero-Roldán, and Abdulkadir Karadeniz. "An Early Warning System to Detect At-Risk Students in Online Higher Education." Applied Sciences 10, no. 13 (June 27, 2020): 4427. http://dx.doi.org/10.3390/app10134427.
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Artificial intelligence has impacted education in recent years. Datafication of education has allowed developing automated methods to detect patterns in extensive collections of educational data to estimate unknown information and behavior about the students. This research has focused on finding accurate predictive models to identify at-risk students. This challenge may reduce the students’ risk of failure or disengage by decreasing the time lag between identification and the real at-risk state. The contribution of this paper is threefold. First, an in-depth analysis of a predictive model to detect at-risk students is performed. This model has been tested using data available in an institutional data mart where curated data from six semesters are available, and a method to obtain the best classifier and training set is proposed. Second, a method to determine a threshold for evaluating the quality of the predictive model is established. Third, an early warning system has been developed and tested in a real educational setting being accurate and useful for its purpose to detect at-risk students in online higher education. The stakeholders (i.e., students and teachers) can analyze the information through different dashboards, and teachers can also send early feedback as an intervention mechanism to mitigate at-risk situations. The system has been evaluated on two undergraduate courses where results shown a high accuracy to correctly detect at-risk students.
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Mardenova, L. K., and А. Maksat. "DIGITAL RESOURCE TO STUDY MATHEMATICS AND MANAGE THE LEARNING PROCESS OF STUDENTS BY KHAN ACADEMY." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 134–38. http://dx.doi.org/10.51889/2020-1.1728-7901.22.
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This article shortly researches how does it work: one of the popular free online platforms called Khan Academy to study Mathematics in the perspective of methodology of teaching. Khan Academy is free online platform with video tutorials and explanations with exercise dashboard for learning subjects like Mathematics, Science and more. This digital resource provides statistics for teachers to monitor the progress of students. In this article written explanations why it is effective and how it could be implemented to Kazakhstan’s schools. The method of research is observing the experiences of overseas schools by analyzing articles and additionally made a personal observation of the platform. Schools in the American continent use flipped classes with Khan Academy to learn Mathematics inside and outside of the class effectively for non-cost. This idea of flipped class for mathematics would be efficient in Kazakhstani schools for secondary school students and also for students who are preparing for taking National Common Test for entrance to university.
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Tyrväinen, Heli, Sanna Uotinen, and Leena Valkonen. "Instructor Presence in a Virtual Classroom." Open Education Studies 3, no. 1 (January 1, 2021): 132–46. http://dx.doi.org/10.1515/edu-2020-0146.
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Abstract Synchronous online learning platforms have been used actively during the COVID-19 period. They have opened possibilities for online learning and interaction, but have also posed new challenges for instructors. This article provides insights into one teacher’s interactions and examines how the instructor presence is expressed in the teachers’ activities in virtual classrooms in higher education. Instructor presence is investigated using the social and teaching presence indicators of the community of inquiry (CoI) framework. Twelve hours of interactions across six online classes were recorded, transcribed, and analysed using content analysis. The findings suggest that indicators of teaching presence dominate interactions in a virtual classroom, but it often involves co-occurrences of indicators of social presence. The typical features of instructor presence included addressing students by name, encouraging them, expressing gratitude for and acknowledging their contributions, describing actions on the dashboard, clarifying and summarising content, and responding to technical concerns. These findings may suggest holistic and pedagogical ways to understand and develop synchronous online interactions and teaching and learning practices. They also have implications for the skills instructors need in virtual classrooms.
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Saputro, B., H. S. Tortop, M. Zuhri, M. Mansur, and M. Saerozi. "The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 111–20. http://dx.doi.org/10.15294/jpii.v10i1.27677.
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This study aims to obtain an effective BERSAQURAL Learning Management System on the learning outcomes of BERSAQURAL interpretation through digital literacy. This study is a quantitative type with One-Group Pretest-Posttest Design. This study population was 90 third-semester science education students at the Faculty of Teacher Training and Education IAIN Salatiga who participated in a science interpretation course. The sample in this study was purposive sampling, and one group is 30 students. The data collection instrument was pretest and posttest questions of the BERSAQURAL interpretation of water. The results showed that: (1) the BERSAQURAL learning management system in the dashboard consists of the navigation menu, interpretation of science, nature, al-Qur’an, e-Problem Based Learning, evaluation, explore material, user, my profile, settings, and logout, (2) BERSAQURAL learning management system is effective on learning outcomes of BERSAQURAL interpretation through digital literacy based on the Wilcoxon test (t count -4.802, p = 0.00 <0.05). Research results of learning management system BERSAQURAL have novelty, a distance learning media (online) with open-access material as digital literacy, connecting LMS E-PBL Berketemu Ilmiah (e-pblberketemuilmiah.id) integrated with a plagiarism checker to educate honesty. There are rewards from users of the BERSAQURAL Learning Management System in the stars or on the trending menu.
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Bagewadi, Madhuri. "Industrial Monitoring Using Internet of Things -A MQTT Paradigm." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (September 30, 2021): 1549–54. http://dx.doi.org/10.22214/ijraset.2021.38193.
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Abstract: Internet of things (IOT) has taken a very pervasive role in our technological advancement. Today we find development in medical, schools, industrial sectors using IOT to enhance their operations. IOT is used in medical to gather information about patient’s health records, in schools’ teachers are able to track attendance of students in the campus, in industries motor controls, maintenance, and predictive fault analysis are some of application. The architecture of IOT is setup in such a way that sensors and actuators are connected to the internet. The devices on which interface to internet are small embedded modules such as microcontroller which have limited resources and processing power at the edge. Hence an efficient and reliable communication protocol is needed which fulfills the design criteria. MQTT is implemented using client and broker network entities. In this paper a hardware system is developed which tracks and monitor the parameters like temperature, RPM, vibration, load current and voltage of induction motor. A Dashboard is developed which illustrates the various parameters on IOT cloud platform which can be accessed remotely. Keywords: MQTT-Message Queuing Telemetry Transport, edge computing, Industrial IOT.
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Buinytska, Oksana, Liliia Varchenko-Trotsenko, Tetiana erletska, and Dariya Nastas. "MODERNIZATION OF ELECTRONIC LEARNING SYSTEM OF THE UNIVERSITY TO THE NEEDS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 1–14. http://dx.doi.org/10.28925/2414-0325.2020.9.1.
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Electronic education has been an integral part of the educational process at higher education institutions for more than a decade. However, it had had rather a supporting role in Ukraine before the pandemic, whereas today it is crucial to provide full-fledged learning, communication and collaboration for all educational process participants with the help of electronic resources. Therefore, there is a need in modernization of the electronic learning system of the university according to current requirements and challenges. The article outlines the ways the e-learning system changes implementation using the example of Borys Grinchenko Kyiv University. The attention is paid to educational environment personalization for different participants of the learning process, possibilities for information arrangement and monitoring. Thanks to the arrangement of electronic learning courses (ELC) according to the created educational programmes in the e-learning system, students have access to current information about all disciplines which belong to a definite educational professional or scientific programme: distribution by semesters, forms of control, progress in the courses, etc. At the same time it provides administration with the possibility to track activities of applicants for education and academic staff in every educational programme. Electronic deanery module implemented in Borys Grinchenko Kyiv University e-learning system allows to monitor educational process, get access to current data on every ELC progress rate and also to personalize the educational process for every student through individual learning plans. With the help of the e-learning system students can get remote access to the materials of all disciplines, fulfil tasks, send them to teachers for review and take tests. The blocks in the user's personal dashboard allow to get quick access to communication and collaboration tools for online classes arrangement, group work and receiving feedback from teachers, to the University’s library and other useful resources that simplify educational process arrangement.
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Gaeta, Eugenio, María Eugenia Beltrán-Jaunsaras, Gloria Cea, Bernadette Spieler, Andrew Burton, Rebeca Isabel García-Betances, María Fernanda Cabrera-Umpiérrez, David Brown, Helen Boulton, and María T. Arredondo Waldmeyer. "Evaluation of the Create@School Game-Based Learning–Teaching Approach." Sensors 19, no. 15 (July 24, 2019): 3251. http://dx.doi.org/10.3390/s19153251.
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The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users’ experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., Create@School and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines.
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Mukherjee, Pallabi, Kali Charan Modak, and Jolly Sushma. "Connecting Growth with Development and Income with Sustainability, Education, and Employment of Global Powerhouses - A SEDA Perspective." Shanlax International Journal of Economics 9, no. 1 (December 1, 2020): 18–27. http://dx.doi.org/10.34293/economics.v9i1.3456.
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Purpose: This paper aims to depict the recent initiation to evaluate the efficiency of a nation in converting wealth to well-being in terms of Sustainable Economic Development Assessment scores (SEDA) specially analyzed for the global powerhouse countries accommodating 78% of the world’ population and 87% of countries income.Design/Methodology/Approach: SEDA (Sustainable Economic Development Assessment) measures sustainable development with three broad dimensions: economic, sustainability, and environment. The analysis is carried out by plotting a four-quadrant matrix chart to compare some macro-economic fundamentals.Countries Considered: 36 Powerhouse countries of the world (78% of the world’s population and 87% of countries’ income).Variables Considered: GDP/Capita, Wealth to well-being coefficient, SEDA score, employment (Employment has unemployment and employment to population ratio 15 plus), education (school enrollment, tertiary, years of school primary to tertiary, teacher-pupil ratio primary and an average of math and science score), equality (Gini index, inequality in education and inequality in life expectancy) and finally environment (air quality, terrestrial and marine protected areas, carbon dioxide intensity and electricity production from renewable sources).Findings: The analysis depicts how good a country is in converting their wealth to well-being. The countries that have started well do not necessarily have depicted outstanding progress in Sustainable economic development assessment. Some countries are good in growth and increasing their developmental scores (keeping in mind BCG identified parameters of sustainable development). Further comparisons express a high positive correlation between GDP/Capita with education and equality. There is a very low degree of correlation between GDP/Capita and employment and a low correlation between GDP/Capita and environment. However, there is a negative correlation between Growth and development.Practical Application: Relation between GDP/Capita of countries and some important economic, investment, and sustainability dimensions to judge where a nation stands and what should be added as a prelim agenda to countries dashboard.
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Andreassen, Helen. "Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?" Hospitality Insights 2, no. 1 (June 18, 2018): 1–2. http://dx.doi.org/10.24135/hi.v2i1.30.
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The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3].
In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5].
Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity.
Corresponding author
Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz
References
(1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018).
(2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018).
(3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380
(4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018).
(5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018).
(6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).
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Wiedbusch, Megan D., Vance Kite, Xi Yang, Soonhye Park, Min Chi, Michelle Taub, and Roger Azevedo. "A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning." Frontiers in Education 6 (February 19, 2021). http://dx.doi.org/10.3389/feduc.2021.570229.
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Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect response rates, etc.) and SRL data (e.g., eye-tracking on content, log files capturing feature selection, etc.) in order to provide teachers with monitoring and instructional tools. Critics of the current research on dashboards used in conjunction with advanced learning technologies (ALTs) such as simulations, intelligent tutoring systems, and serious games, argue that the state of the field is immature and has 1) focused only on exploratory or proof-of-concept projects, 2) investigated data visualizations of performance metrics or simplistic learning behaviors, and 3) neglected most theoretical aspects of SRL including teachers’ general lack of understanding their’s students’ SRL. Additionally, the work is mostly anecdotal, lacks methodological rigor, and does not collect critical process data (e.g. frequency, duration, timing, or fluctuations of cognitive, affective, metacognitive, and motivational (CAMM) SRL processes) during learning with ALTs used in the classroom. No known research in the areas of learning analytics, teacher dashboards, or teachers’ perceptions of students’ SRL and CAMM engagement has systematically and simultaneously examined the deployment, temporal unfolding, regulation, and impact of all these key processes during complex learning. In this manuscript, we 1) review the current state of ALTs designed using SRL theoretical frameworks and the current state of teacher dashboard design and research, 2) report the important design features and elements within intelligent dashboards that provide teachers with real-time data visualizations of their students’ SRL processes and engagement while using ALTs in classrooms, as revealed from the analysis of surveys and focus groups with teachers, and 3) propose a conceptual system design for integrating reinforcement learning into a teacher dashboard to help guide the utilization of multimodal data collected on students’ and teachers’ CAMM SRL processes during complex learning.
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Knoop-van Campen, Carolien A. N., Alyssa Wise, and Inge Molenaar. "The equalizing effect of teacher dashboards on feedback in K-12 classrooms." Interactive Learning Environments, May 31, 2021, 1–17. http://dx.doi.org/10.1080/10494820.2021.1931346.
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West, Deborah, Ann Luzeckyj, Danny Toohey, Jessica Vanderlelie, and Bill Searle. "Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics." Australasian Journal of Educational Technology, January 1, 2020. http://dx.doi.org/10.14742/ajet.4653.
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Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, teacher-centric or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders – they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented.
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"Learning Analytics Dashboard Model to Supervise a Distance Learning." International Journal of Recent Technology and Engineering 8, no. 5 (January 30, 2020): 3944–49. http://dx.doi.org/10.35940/ijrte.e6675.018520.
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Providing performance measures of training devices becomes a necessity for teachers. Without having them, teachers will have no clue in measuring the goals achieved. However, the analysis techniques available today allow us to go further and to consider new applications to serve the quality and effectiveness of training devices. This article presents the design and the implementation of a system for the supervision of an online course and the different roles involved in a computer environment for human learning. As a result, a description of the needs in terms of dashboards during data observation phases generated during a learning situation will be provided. Our objective is to define all the stakeholders that a dashboard can contain, the different user profiles, their activities, their viewing preferences and their objectives. Our main goal is the design and implementation of a dashboard model that meets all the requirements of different stakeholders of consultation or adaptation rating and customization. This model will give results in the form of different visualization style that will discuss in this article
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Motwani, Prateek, Ratnesh Choudhary, Pratik Ramteke, Prayag Nimburkar, Nitin Chilate, and Atul Tiwari. "Web Based Academic Monitoring and Analysis Dashboard." International Journal of Advanced Research in Science, Communication and Technology, April 21, 2021, 195–99. http://dx.doi.org/10.48175/ijarsct-v4-i3-032.
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Web Based Academic Monitoring and Analysis Dashboard is a newly developed learning support tool that is believed to allow students and teachers to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to provide virtual experience to users using business intelligence (BI) for better decision making relation to academics and To optimize the work and to bring efficiency in data analysis and make it more convinent to understand. Owing to the multitude of benefits, Web Based Academic Monitoring integrated with Analytics Dashboard System has become a buzz amongst top-notch educators these days. It can handle everyday tasks of institutions & generate various reports with high accuracy that can minimize the workload of faculty. However, education experts state that tracking student’s progress is an integral part of institutional growth. So, educators must choose an efficient ERP Software that can monitor & track student’s progress. Faculty members can note down the weak areas & ask students with low grades to attend extra-classes. Teachers can monitor their weekly & monthly performance simply by logging in their dashboard portal at regular intervals to understand whether their hard work is paying off or not. Sometimes what happens is, a faculty member better at teaching Mathematics may not be able to deliver good performance while teaching English. So, with the help of analytics dashboards reports, educators can analyze the forte of teachers and assign them subjects where they can excel. It will make the task of teachers much simpler & help them monitor their students with ease.
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Kasepalu, Reet, Pankaj Chejara, Luis P. Prieto, and Tobias Ley. "Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard." Technology, Knowledge and Learning, April 27, 2021. http://dx.doi.org/10.1007/s10758-021-09522-5.
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Kasepalu, Reet, Pankaj Chejara, Luis P. Prieto, and Tobias Ley. "Correction to: Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard." Technology, Knowledge and Learning, July 5, 2021. http://dx.doi.org/10.1007/s10758-021-09549-8.
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