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In praise of deep data: Evaluating Reflected Educational Spaces

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Transcript of In praise of deep data: Evaluating Reflected Educational Spaces

EEE Workshop. Madrid. May, 27-28, 2013
In praise of deep data: Evaluating Reflected Educational Spaces
Iván M. Jorrín-Abellán
1-Initial Vignette
2- Evaluated Activity. Orienteering at Gonzalo de Córdoba School
04/24/2013
05/02/2013
05/03/2013
05/06/2013
05/10/2013
-Introduction to orienteering
-Students are asked to create a sketch-map of the classroom
(3 groups/six)
- 3G Ipads
-Google Presentations
-Wiki
-Smartboard
-Pencil&paper
-Introduction to orienteering
-Students are asked to create a sketch-map of "Las Moreras Park".
-Students are asked to localize 5 points of interest and create a question about each of them.
(3 groups/six)
-3G Ipads
-Pencil&paper
-Wiki
-GluePs-ar Buckets (Teacher)
-Orienteering Gymkana at the school playgroung
-Students are asked to find and give answer to 7 markers
-3G Ipads
-Juanio
-Wiki
-GluePs-ar Buckets (Teacher)
-3G Ipads
-Pencil&paper
-Wiki
-GluePs-ar Bucktes (Students)
-Netbooks
-Wiki
-Students are asked to create in the wiki the questions regarding the 5 points of interest localized in session 2 and also to create a clue to find each of them
(3 groups/six)
-Orienteering Gymkana at "Las Moreras" Public Park
-Students are asked to find and give answer to 5 markers previously created and localized by other students in sessions 2 and 4.
4- Challenges of across-spaces settings to traditional evaluation:
It is not only a
linear
course-oriented practice (formal, non-formal, informal): The process is
burdensome
(5-6 evaluators+ teacher+ student-teacher)

It is
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. (Buckets)

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 s
hould be included in the scrutinity of evaluation
.

Small data (Observations, interviews, etc) + Big data (learning anlytics) = Deep data??
Does it call for new Methodologies as theoretical bridges between the evaluand and the methods???
Ontology (Assumptions about the nature of existence) and Epistemology (Nature of knowledge building)

5- How have we evaluated this EEE setting?
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.
Evaluand-oriented Responsive Evaluation Model
Related papers:
5a- Collaborative creation of the evaluation design
5b- Collaborative creation of multimedia evaluation reports
We cannot talk of "method" alone. To talk about the interview apart from its purpose is merely to picture two people engaged in verbal exchange.
Only when we shift to the level of methodology
where we talk about
purpose
and
value does the instrument become sufficiently complex to sustain discussion
. Method is like a glove which needs the human hand to give it shape and meaning. (Kushner, 2002. pp. 252)
http://pandora.tel.uva.es/cscl-erem/
5a- 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:
5b- 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
6- Main drawbacks found and future work
a- We need a way to unify in-site data gathering and data post-processing.

b- Is it possible to integrate evaluation information since the design stage of an ASLS activity?

b- We need to find out ways to integrate Small data with Learning Analytics (Monitoring)
What data?
From where?
When?
How?


c- Evaluation Methodology reconceptualization?

(Atwell, 2007)
PLEE
2
2.0 Responsive Evaluation
?????
-CSCL-EREM Gluelet??? for the integration of Computer-Aided Qualitative Data AnalysiS (CAQDAS) & data gathering software???
-Evaluation Buckets???
CSCL-EREM Gluelet???
EEE Workshop. Madrid. May, 27-28, 2013
In praise of deep data: Evaluating Reflected Educational Spaces
Iván M. Jorrín-Abellán
Thanks for your attention!
3- Design process
A system to orchestrate across-spaces learning situations (GLUEPS-AR buckets)
Full transcript