SoLAR Webinar: What happens when students get to choose indicators...
It is our pleasure to invite you to SoLAR Webinar "What happens when students get to choose indicators on customisable dashboards?" presented by Dr. Ioana Jivet and Dr. Jacqueline Wong. They will present work that received the best paper award at LAK21. See the details of the talk below.
Time and date: Feb 21, 3-4 pm CEST
Location: Zoom (meeting URL provided in the registration email)
(Also, make sure you follow SoLAR's Eventbrite page to get updates for the future events).
We are looking forward to seeing you at the webinar!
Society for Learning Analytics Research (SoLAR)
What happens when students get to choose indicators on customisable dashboards?
" src="blob:https://www.insna.org/a29b06bc-ff15-49a4-8c80-04f50abe821e" alt="Graphical user interface, text, application Description automatically generated" border="0" class="Apple-web-attachment Singleton" style="opacity: 1;">
Learning analytics dashboards (LADs) are essentially feedback tools for learners. However, until recently, learners rarely have had a role in designing LADs, especially in deciding the information they would like to receive through such devices. Although learners might not always know what they need to self-manage their learning, we need to understand what type of feedback information and dashboard features they are likely to engage with and if, when, and how they use dashboards. To explore how LADs can better meet the needs of learners, we have embarked on two sets of studies aiming to understand students' information needs. In the first set of studies, we developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose feedback indicators to monitor. We then analysed the learners' indicator selection behaviour to understand their decisions on the LAD and whether learner goals and self-regulated learning skills influence these decisions. The second line of study is a work in progress where we explore learners' study and feedback practices through interviews and surveys to identify information gaps that LA-generated feedback could cover. These studies highlight the role of both feedback literacy and data literacy on the perceived value students draw from LADs. In the webinar, we will discuss implications for our understanding of learners' use of LADs and their design while also suggesting potential dimensions for adapting such interventions.
Ioana Jivet is a postdoctoral researcher at DIPF and Research Coordinator at studiumdigitale, Goethe University Frankfurt, where she leads research activities on Trusted Learning Analytics under the Hessen Hub, a network of higher education institutions in Hessen, Germany. Before joining Goethe University, Ioana worked as postdoctoral research at Leiden-Delft-Erasmus Center for Education and Learning based at TU Delft in the Netherlands, conducting research on student-facing learning analytics. Ioana obtained her PhD Cum Laude in March 2021 at the Open University of the Netherlands on learning analytics dashboards design that foster the development of self-regulated learning skills in Higher Education and MOOCs.
Jacqueline Wong is a postdoctoral researcher at the Delft Institute of Applied Mathematics at the Delft University of Technology (TU Delft) in the Netherlands. As part of the PRogramme of Innovation in Mathematics Education (PRIME), she researches students' metacognitive awareness of learning strategies in blended mathematics courses that are integral to engineering programs. In addition, she examines approaches to promote self-regulated learning and student engagement. Her research includes investigating the use of learning analytics to measure and facilitate self-regulated learning.