scholarly journals Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education

2021 ◽  
Author(s):  
Anouschka Van Leeuwen ◽  
Pengcheng An
Keyword(s):  
Higher Education ◽  
Exploratory Study ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Light Bulb ◽  
Classroom Context ◽  
Graphical Displays ◽  
Future Work

Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

scholarly journals EUROPEAN ACCREDITATION AGENCY’S VIEW ON KAZAKHSTAN’S ENGINEERING AND INFORMATION TECHNOLOGY HIGHER EDUCATION

2020 ◽  
Vol 1 ◽  
pp. 15
Author(s):  
Andreas Ahrens ◽  
Martin Foerster ◽  
Jelena Zascerinska ◽  
Iring Wasser
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Exploratory Study ◽  
Structured Interview ◽  
Highly Qualified ◽  
European Accreditation ◽  
Interpretive Paradigm ◽  
Fourth Component ◽  
The One ◽  
Future Work

In the era of digital economy, there is an urgent need in highly qualified engineering and Information Technology (IT) specialists in Kazakhstan. The aim of the research is to analyse the needs of higher education in the field of engineering and IT in Kazakhstan underpinning elaboration of implications for higher education in the field of engineering and IT in Kazakhstan. The empirical study was carried out in October 2019. Exploratory study was implemented. Interpretive paradigm was employed in the present work. Non-structured interview served as the basis for data collection. Content analysis was performed for data analysis. Findings of theoretical analysis allow extending three-component model on needs analysis, namely experts’ perspective, educators’ perspective, and students’ perspective by the fourth component, namely community perspective. Implications for higher education in Kazakhstan are formulated as following: universities delivering higher education in the field of engineering and IT in Kazakhstan need to balance academic and practical components in their study programmes; interaction between educators and students, on the one side, as well as enterprises, companies and industry, on the other side, should be enhanced in higher education in the field of engineering and IT in Kazakhstan. Directions of future work are proposed. 

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

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).

scholarly journals Practice Perspectives on Learning Analytics in Higher Education

2019 ◽  
pp. 45-56
Author(s):  
Geraldine Torrisi-Steele ◽  
Victor X. Wang ◽  
Joy Galaige
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Technical Development ◽  
Teaching Staff ◽  
Teaching Learning ◽  
Value Of Learning ◽  
Significant Effort

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

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