scholarly journals Gaze-Driven Design Insights to Amplify Debugging Skills: A Learner-Centered Analysis Approach

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Katerina Mangaroska ◽  
Kshitij Sharma ◽  
Michail Giannakos ◽  
Hallvard Trætteberg ◽  
Pierre Dillenbourg
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Data Driven ◽  
Learning Context ◽  
Learner Centered ◽  
Gaze Patterns ◽  
Behavioural Regulation ◽  
Shed Light ◽  
Do So

This study investigates how multimodal user-generated data can be used to reinforce learner reflection, improve teaching practices, and close the learning analytics loop. In particular, the aim of the study is to utilize user gaze and action-based data to examine the role of a mirroring tool (i.e., Exercise View in Eclipse) in orchestrating basic behavioural regulation during debugging. The results demonstrated that students who processed the information presented in the Exercise View and acted upon it, improved their performance and achieved a higher level of success than those who failed to do so. The findings shed light on what constitutes relevant data within a particular learning context in programming using gaze patterns. Moreover, these findings could guide the collection of essential learner-centred analytics for designing usable, modular learning environments based on data-driven approaches.

Teachers' and Students' Role in the Learner-Centered Classrooms

2021 ◽  
pp. 800-813
Author(s):  
Angelina Popyeni Amushigamo
Keyword(s):  
Learning Environments ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learner Centered ◽  
Transmission Of Information ◽  
Teachers And Students ◽  
The Subject ◽  
Role Of Teachers

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

Feeling for an Audience

2019 ◽  
Vol 5 (2) ◽  
pp. 85-102
Author(s):  
Bonnie Ruberg ◽  
Amanda L. L. Cullen
Keyword(s):  
Video Games ◽  
Video Game ◽  
Emotional Labor ◽  
Streaming Video ◽  
Live Streaming ◽  
Instructional Videos ◽  
New Directions ◽  
Shed Light ◽  
Do So

Abstract The practice of live streaming video games is becoming increasingly popular worldwide (Taylor 2018). Live streaming represents more than entertainment; it is expanding the practice of turning play into work. Though it is commonly misconstrued as “just playing video games,” live streaming requires a great deal of behind-the-scenes labor, especially for women, who often face additional challenges as professionals within video game culture (AnyKey 2015). In this article, we shed light on one important aspect of the gendered work of video game live streaming: emotional labor. To do so, we present observations and insights drawn from our analysis of instructional videos created by women live streamers and posted to YouTube. These videos focus on “tips and tricks” for how aspiring streamers can become successful on Twitch. Building from these videos, we articulate the various forms that emotional labor takes for video game live streamers and the gendered implications of this labor. Within these videos, we identify key recurring topics, such as how streamers work to cultivate feelings in viewers, perform feelings, manage their own feelings, and use feelings to build personal brands and communities for their streams. Drawing from existing work on video games and labor, we move this scholarly conversation in important new directions by highlighting the role of emotional labor as a key facet of video game live streaming and insisting on the importance of attending to how the intersection of play and work is tied to identity.

The role of guided induction in paper-based data-driven learning

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 184-201 ◽  
Author(s):  
Jonathan Smart
Keyword(s):  
Data Driven ◽  
Grammar Instruction ◽  
Learning Context ◽  
Intensive English Program ◽  
Passive Voice ◽  
Treatment Groups ◽  
Instructional Treatment ◽  
Post Test ◽  
English Program

AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.

scholarly journals Hybrid professionalism in journalism: Opportunities and risks of hacker sources

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Philip Di Salvo ◽  
Colin Porlezza
Keyword(s):  
Field Theory ◽  
Public Interest ◽  
Boundary Work ◽  
Online News ◽  
Data Driven ◽  
News Magazine ◽  
News Sources ◽  
Journalistic Field ◽  
Shed Light

Hackers have a double relevance with regard to the transformation of the journalistic field: first, they have established themselves as journalistic actors, even if their work may sometimes seem unfamiliar. Second, hackers have not only become important sources for information but they are also a topic of public interest in a data-driven society increasingly threatened by surveillance capitalism. This paper critically discusses the role of hackers as news sources by analyzing the “stalkerware” investigation carried out by the online news magazine Motherboard. Drawing from field theory and boundary work, the article sheds light on how hackers exert an increasing influence on journalism, its practices, epistemologies, and ethics, resulting in an increasing hybridization of journalism. Journalism has become a dynamic space, in which hackers are not only becoming relevant actors in the journalism field, but they often represent the only sources journalists have to shed light on wrongdoings. Hence, hackers are increasingly defining the conditions under which journalism is carried out, both in terms of its practices as well as in its normative framework.

Teachers' and Students' Role in the Learner-Centered Classrooms

2017 ◽  
pp. 145-158
Author(s):  
Angelina Popyeni Amushigamo
Keyword(s):  
Learning Environments ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learner Centered ◽  
Transmission Of Information ◽  
Teachers And Students ◽  
The Subject ◽  
Role Of Teachers

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

Space as a Learning Context

2011 ◽  
pp. 84-97 ◽  
Author(s):  
Ellen Chistiansen
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Distributed Cognition ◽  
Learning Context ◽  
Educational Settings ◽  
Freedom Of Choice ◽  
Meta Learning ◽  
Education Managers

The concept of “dwelling” is offered as a foundation for learning and for under-standing the role of space in educational settings. This chapter is a first attemptto connect the concept of dwelling, perceived as power over space in the phe-nomenological sense, with the concept of meta-learning as researched in exper-imental psychology, in distributed cognition, and in experiential learning, allfields sharing the idea that for learning to become self-regulated individualexperiences should be acknowledged, some freedom of choice should be offered,and change should be stimulated. Examples of learning environments with adwelling quality are presented together with a list of behavioral patternstrating the role of space. In this way the chapter shows education managers howto take the quality of dwelling into account in evaluating and designing contextsof learning.

scholarly journals Be Careful What You Wish For! Learning Analytics and the Emergence of Data-Driven Practices in Higher Education

2021 ◽  
pp. 203-226
Author(s):  
Teresa Cerratto Pargman ◽  
Cormac McGrath
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Learning Analytics ◽  
Data Driven ◽  
Valuable Insight ◽  
Educational Values ◽  
Evidence Based Practices ◽  
Digital Platforms ◽  
Context Sensitive

With the growing digitalization of the education sector, the availability of significant amounts of data, “big data,” creates possibilities for the use of artificial intelligence technologies to gain valuable insight into how students learn in higher education. Learning analytics technologies are examples of how deep learning algorithms can identify patterns in data and incorporate this “knowledge” into a model that is eventually integrated into the digital platforms used for interacting with students. This chapter introduces learning analytics as an emerging sociotechnical phenomenon in higher education. We situate the promises and expectations associated with learning analytics technologies, map their ties to emerging data-driven practices, and unpack the ethical concerns that are related to such practices via examples.Following this, we discuss three insights that we hope will provoke discussions among educators, researchers, and practitioners in higher education: (1) educational data-driven practices are highly context sensitive, (2) educational data-driven practices are not synonymous with evidence-based practices, and (3) innovative educational data-driven practices are not sustainable per se. This chapter calls for debating the role of emerging data-driven practices in higher education in relation to academic freedom and educational values embedded in critical pedagogy.

scholarly journals Designing Personalized Learning Environments — The Role of Learning Analytics

2020 ◽  
Vol 07 (03) ◽  
pp. 231-250
Author(s):  
Aleksandra Klašnja-Milićević ◽  
Mirjana Ivanović ◽  
Bela Stantić
Keyword(s):  
Data Analysis ◽  
Learning Environments ◽  
Learning Analytics ◽  
Personalized Learning ◽  
Success Prediction ◽  
Learning Success ◽  
Self Assessments ◽  
Context Specific

Learning analytics, as a rapidly evolving field, offers an encouraging approach with the aim of understanding, optimizing and enhancing learning process. Learners have the capabilities to interact with the learning analytics system through adequate user interface. Such systems enables various features such as learning recommendations, visualizations, reminders, rating and self-assessments possibilities. This paper proposes a framework for learning analytics aimed to improve personalized learning environments, encouraging the learner’s skills to monitor, adapt, and improve their own learning. It is an attempt to articulate the characterizing properties that reveals the association between learning analytics and personalized learning environment. In order to verify data analysis approaches and to determine the validity and accuracy of a learning analytics, and its corresponding to learning profiles, a case study was performed. The findings indicate that educational data for learning analytics are context specific and variables carry different meanings and can have different implications on learning success prediction.

Drivers of Collective Human Capital Flow: The Impact of Reputation and Labor Market Conditions

2017 ◽  
Vol 45 (3) ◽  
pp. 1145-1172 ◽  
Author(s):  
Erin E. Makarius ◽  
Charles E. Stevens
Keyword(s):  
Human Capital ◽  
Labor Market ◽  
Organizational Outcomes ◽  
Capital Flow ◽  
Market Conditions ◽  
Labor Market Conditions ◽  
The Impact ◽  
Shed Light ◽  
Do So

An emerging body of research examines collective human capital flow via context-emergent turnover (CET) theory, which builds on resource-based theory and the literature on human capital. CET theory indicates that collective human capital flow—or employee movement into and out of organizations—is of growing significance to scholars and practitioners given the effects that it has on important organizational outcomes. Yet, a better understanding of what drives systematic variance in collective outflows and inflows is needed so that employers can strategize and plan ways to manage human capital flow. We use CET theory to highlight the role of a firm’s reputation as an antecedent to human capital flow. Moreover, because CET theory emphasizes the significance of context, we consider how labor market conditions change the nature of these relationships. We predict and find that a positive reputation helps employers reduce several types of collective human capital flow, yet more reputable employers are better able to do so in slack, rather than tight, labor markets. These results shed light on the importance of context on collective human capital flow and indicate the potential of CET theory to understand not only the consequences but also the drivers of collective movement in and out of organizations.

Sign in / Sign up

Export Citation Format

Share Document