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In praise of deep data: Evaluating Across Spaces Learning Situations

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Iván M. Jorrín-Abellán

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Transcript of In praise of deep data: Evaluating Across Spaces Learning Situations

Orientate project constitutes an example of an authentic across-spaces learning situation performed in a Ubiquitous Learning Environment.
Design
Instantiate
Deploy
Enact
Evaluate
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
In praise of deep data: Evaluating Across Spaces Learning Situations
Iván M. Jorrín-Abellán, Ph.D
1-Initial Vignette
4- Challenges of across-spaces settings to traditional evaluation:

Do ASLS call for new Methodologies as theoretical bridges between the evaluand and the methods???
Ontological (Assumptions about the nature of existence) and Epistemological (Nature of knowledge building) issues arise

Jorrín-Abellán, I.M. & Stake, R.E. (2009). Does Ubiquitous Learning Call for Ubiquitous Forms of Formal Evaluation?: An Evaluand oriented Responsive Evaluation Model. Ubiquitous Learning: An International Journal, 1 (3). Common Ground Publisher, Melbourne, Australia.

Jorrín-Abellán, I.M., & Stake, R.E., Martínez-Mones, A. (2009). "The Needlework in evaluating a CSCL system: The Evaluand oriented Responsive Evaluation Model."Proceedings of the 9th International conference CSCL, 68-72, Rodhes, Greece, June 2009.
6- Evaluating an authentic case
Related papers:
http://pandora.tel.uva.es/cscl-erem/
6a- Collaborative creation of the evaluation design
Session I:
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=47&t=b
Session II:
Session III:
Session IV:
Session V:
6b- Collaborative creation of multimedia evaluation reports
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=51&t=b
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=49&t=b
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=50&t=b
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=52&t=b
7- Final remarks: Main drawbacks found and future work
We need a way to facilitate and unify in-site data gathering and data post-processing.

Is it possible to integrate evaluation information at the design stage of an ASLS activity?

We need to find out more ways to integrate Small data with Learning Analytics
What data?
From where?
When?
How?

Evaluation Methodology reconceptualization?

(Atwell, 2007)
2.0 Voices
Multiple subjectivities

?????
-We are working in a CSCL-EREM extension for the integration of Computer-Aided Qualitative Data Analysis (CAQDAS) & data gathering software

-We have already developed a CSCL-EREM extension for Evaluation Buckets and geonarratives


A system to orchestrate across-spaces learning situations (GLUEPS-AR buckets)
Many small people,
in small places,
doing small things,
can change the world
African saying
Get the presentation
Research Presentation
Outline
Thanks for your attention!
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
In praise of deep data: Evaluating Across Spaces Learning Situations
Iván M. Jorrín-Abellán, Ph.D
Get the presentation
Research Presentation
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
Outline
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
2- Context of the research
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
Outline
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
2- Context of the research
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
(Hernández-Leo et al., 2006)
http://www.gsic.uva.es/web-sofocles/Collage.html
http://www.gsic.uva.es/web-sofocles/SEEK-AT-WD.html
(Ruiz Calleja, et al., 2013)
(Alario Hoyos et al., 2013)
http://www.gsic.uva.es/web-sofocles/GLUE%21.html
http://www.gsic.uva.es/web-sofocles/GLUE%21Ps.html
(Muñoz Cristóbal et al., 2013)
(Jorrín-Abellán et al., 2009)
http://www.gsic.uva.es/web-sofocles/CSCL-EREM.html
(Rodríguez Triana et al., 2011)
(Rodríguez Triana et al., 2011)
Orchestrating Educational Reflected Spaces
Dates: 12-2012/12-2014
Budget: 160.930,00 €
Dates: 01-2009/12-2011
Budget: 238.249,00 €
Intelligent & Cooperative Systems Research Group
http://www.gsic.uva.es
2- Context of the research
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
Outline
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
Technological advances
in the last decades (laptops, digital blackboards, Virtual Learning Environments (VLEs) or Web 2.0 tools) , are
transforming the educational contexts
into
heterogeneous ecologies
(Luckin, 2008).
In addition,
mobile devices provide new opportunities for learning
that extend within and beyond the classrooms (Sharples et al., 2009).
However,
these new opportunities for learning
are generating new barriers, difficulties and
discontinuities
between the different learning places (Woolf, 2010).
"Seam metaphor":
A
seam
can be defined as a
spatial, temporal or functional constraint
that
forces the user to shift between a variety of spaces or modes of operation

(Billinghurst & Kato, 1999).
Technology may help reduce
such
seams
and t
ransform them into opportunities
for learning.
a)
VLEs
may
reduce technological, social and pedagogical discontinuities
in blended learning.
b) Mobile devices may help connect classrooms with other physical places.
c) Augmented Reality (AR) may aid to link virtual and physical spaces.
Learning situations that seamlessly integrate activities taking place in multiple physical and virtual spaces


“Orchestration” issues for teachers
Across Spaces Learning Situations (ASLS) can be defined as:
Orientate! Authentic across-spaces learning situation conceived and conducted by a pre-service teacher during his practicum with a sixth grade class (under the supervision of the in-service teacher responsible for the class
K-12 public school in Valladolid (Spain) (18 students)
Developed from March-May, 2013
Outline
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
Outline
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
ASLS are
not only linear course-oriented practices
(formal, non-formal, informal): The process is burdensome (5-6 evaluators+ teacher+ student-teacher).

ASLS are student-oriented
(Agency Issues): The teacher is not the only one designing learning activities. Students have the chance to make important decisions regarding learning activities during the enactment stage.

Learning
practices happen not only
in different physical spaces
(classroom, playground, public park, etc)
but also in

virtual spaces
(A wiki virtual learning environment created to support the teacher and the students).

Students and teachers use several technological tools

(Wiki, Junaio, Ipads, Glueps-AR buckets, netbooks, smartboard, etc)
that must be orchestrated
and
should be included in the scrutinity of evaluation.

There is a
need to find out ways of integrating

Small data
(Observations, interviews, etc) +
Big data
(learning anlytics) = Deep data??

Evaluation model for Ubiquitous Collaborative Learning settings
(Jorrín & Stake, 2009)
Ph.D. Dissertations that have used the EREM Model
José Antonio Marcos. “Análisis de interacciones para la detección dinámica y el soporte de roles participativos en entornos CSCL aplicando técnicas de análisis de SNA”. University of Valladolid (Spain). 2012.
Luis Pablo Prieto. “Supporting Orchestration of Blended CSCL scenarios in distributed learning environments”. University of Valladolid (spain). 2012.
Adolfo Ruiz Calleja. “SEEK-AT-WD: a social-semantic infrastructure for educators to discover and select ict tools”. University of Valladolid (Spain). 2013.

The model is a
framework

for helping the orchestration
of the evaluation of
Ubiquitous Collaborative Learning Settings.
The
aim
of the model is
to provide clear, understandable and action-oriented guidance to practitioners
involved in the evaluation of ubiquitous collaborative settings.
We have also created the
EREM Web Tool
Collaborative creation of the evaluation design

Collaborative creation of multimedia evaluation reports
http://pandora.tel.uva.es/cscl-erem
6- Evaluand-oriented Responsive Evaluation Model
Outline
Campus Interview. Assistant or Associate Professor of Qualitative Methodology
Kennesaw State University
. March, 24-25, 2014
1- Initial vignette
3- Definition of Across Spaces Learning Situations (ASLS)
4- Designing and enacting an authentic case
5- Challenges of ASLS to traditional evaluation approaches
6- Evaluating an authentic case
7- Final remarks
2- Context of the research
Example:
http://pandora.tel.uva.es/cscl-erem/design/report_form.php?r=90&t=b
References
Billinghurst, M. and Kato, H. (1999). Collaborative Mixed Reality, in Proceedings of International Symposium on Mixed Reality (ISMR '99). Mixed Reality--Merging Real and Virtual Worlds, pp. 261-284.

Jorrín-Abellán, I.M. & Stake, R.E. (2009). Does Ubiquitous Learning Call for Ubiquitous Forms of Formal Evaluation?: An Evaluand oriented Responsive Evaluation Model. Ubiquitous Learning: An International Journal, 1 (3). Common Ground Publisher, Melbourne, Australia.

Jorrín-Abellán, I.M., & Stake, R.E., Martínez-Mones, A. (2009). "The Needlework in evaluating a CSCL system: The Evaluand oriented Responsive Evaluation Model."Proceedings of the 9th International conference CSCL, 68-72, Rodhes, Greece, June 2009.

Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, vol. 50, pp. 449 - 462.

Sharples, M., Sanchez, I. A., Milrad, M., and Vavoula, G. Mobile learning: small devices, big issues, in Technology Enhanced Learning: Principles and Products, N. Balacheff, et al., Eds., ed Heidelberg, Germany: Springer, pp. 233-249. 2009

Woolf, B. P. (2010, February 2014). A Roadmap for Education Technology. [Report of results on NSF sponsored workshops]. Available: http://www.cra.org/ccc/files/docs/groe/GROE%20Roadmap%20for%20Education%20Technology%20Final%20Report.pdf
1- Initial vignette
Evaluand-Oriented Responsive Evaluation Model
Full transcript