ABSTRACT
In this paper, we describe multimodal learning analytics techniques for understanding and identifying expertise as students engage in a hands-on building activity. Our techniques leverage process-oriented data, and demonstrate how this temporal data can be used to study student learning. The proposed techniques introduce useful insights in how to segment and analyze gesture- and action-based generally, and may also be useful for other sources of process rich data. Using this approach we uncover new ideas about how experts engage in building activities. Finally, a primary objective of this work is to motivate additional research and development in the area of authentic, automated, process-oriented assessments.
- Pea, R. (1987). Programming and problem-solving: Children's experiences with Logo. In T. O'Shea & E. Scanlon (Eds.), Educational computing (An Open University Reader). London: John Wiley & Sons.Google Scholar
- Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning: OECD PublishingGoogle Scholar
- Dewey, J. (1897). My Pedagogic Creed. School Journal 54, 77--80.Google Scholar
- Dewey, J. (1913). Interest and effort in education. Cambridge, MA: The Riverside Press.Google Scholar
- Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. New York: Basic Books. Google ScholarDigital Library
- diSessa, A. A. 2002. Why "conceptual ecology" is a good idea. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 29--60). Dordrecht: Kluwer.Google Scholar
- Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606--620.Google ScholarCross Ref
- Kirsh, D. (2009). Problem Solving and Situated Cognition. In Philip Robbins & M. Aydede (eds.), The Cambridge Handbook of Situated Cognition. Cambridge.Google Scholar
- Wagner, S., Nusbaum, H., & Goldin-Meadow, S. (2004) Probing the mental representation of gesture: Is handwaving spatial? Journal of Memory and Language. 50, 395--407.Google ScholarCross Ref
- Siemens, G. and Baker, R. (2012). Learning analytics and educational data mining: towards communication and collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (LAK '12), Simon Buckingham Shum, Dragan Gasevic, and Rebecca Ferguson (Eds.). ACM, New York, NY, USA, 252--254. Google ScholarDigital Library
- US Department of Education (2012) Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics: An Issue Brief. Washington, D.C.Google Scholar
- Worsley, M. and Blikstein P. (2011). What's an Expert? Using learning analytics to identify emergent markers of expertise through automated speech, sentiment and sketch analysis. In Proceedings for the 4th Annual Conference on Educational Data Mining. Eindhoven, Netherlands.Google Scholar
- Worsley, M. (2012). Multimodal Learning Analytics: Enabling the Future of Learning Through Multimodal Data Analysis and Interfaces. 2012 IEEE International Conference on Multimodal Interfaces (ICMI). Santa Monica, California, USA Google ScholarDigital Library
- Blikstein, P. (2013). Multimodal Learning Analytics: a research agenda. In Proceedings of the 3rd International Learning Analytics Knowledge Conference (LAK 2013), Leuven, Belgium. ACM, New York, NY, USA, 252--254. Google ScholarDigital Library
- Needleman S. & Wunsch C. (1970). A general method applicable to the search for similarities in the amino acid sequence of two proteins. Journal of Molecular BiologyGoogle ScholarCross Ref
- Anderson, J. R. & Schunn, C. D. (2000). Implications of the ACT-R Learning Theory: No Magic Bullets in R. Glaser (Ed.), Advances in instructional psychology (Vol. 5). Mahwah, NJ.Google Scholar
- Hoppe, K. D. (1988). Hemispheric specialization and creativity. The Psychiatric Clinics of North America 11, 3, 303--315.Google ScholarCross Ref
Index Terms
- Towards the development of multimodal action based assessment
Recommendations
Towards legal privacy risk assessment and specification
TrustBus'11: Proceedings of the 8th international conference on Trust, privacy and security in digital businessThis article focuses on privacy risk assessment from a legal perspective. We focus on how to estimate legal privacy risk with legal norms instead of quantitative values. We explain the role of normative values in legal risk assessment and introduce a ...
Why Big Data? Towards a Project Assessment Framework
Technological evolution and consequent increasing of society and organization information dependency was an important driver to escalation of data volume and variety. At same time, market evolution requires capability to find new paths to improve ...
Comments