5. •2008: context-aware music information retrieval
•2009
•2010
•2011
•2012
•2013
•2014
information visualisation}
6. •2008: context-aware music information retrieval
•2009
•2010
•2011
•2012
•2013
•2014
social recommendations
}
information visualisation}
7. •2008: context-aware music information retrieval
•2009
•2010
•2011
•2012
•2013
•2014
social recommendations
}
information visualisation}
learning analytics
}
8. •2008: context-aware music information retrieval
•2009
•2010
•2011
•2012
•2013
•2014
social recommendations
}
information visualisation}
learning analytics
}inquiry learning with online labs
}
9. PhDstudent!
@KULeuven
•2008: context-aware music information retrieval
•2009
•2010
•2011
•2012
•2013
•2014
social recommendations
}
information visualisation}
learning analytics
}inquiry learning with online labs
}
16. what I planned…
what are dashboards?
what is wrong with most dashboards?
dashboard examples
17. what I planned…
what are dashboards?
what is wrong with most dashboards?
how can you design better dashboards?
dashboard examples
18. what I planned…
what are dashboards?
what is wrong with most dashboards?
how can you design better dashboards?
dashboard examples
learning analytics
dashboard examples
19. what I planned…
what are dashboards?
what is wrong with most dashboards?
how can you design better dashboards?
dashboard examples
how can you quickly get started
making your own dashboards?
learning analytics
dashboard examples
26. What is an
information dashboard?
A dashboard is a visual display of the most
important information needed to achieve one
or more objectives; consolidated and
arranged on a single screen so the
information can be monitored at a glance.
- Stephen Few
Stephen Few, "Dashboard Confusion," Intelligent Enterprise, March 20, 2004.
31. Backstage
Pohl A, Bry F, Schwarz J, Gottstein M (2012) Sensing the classroom: improving awareness and self-awareness of students with backstage. In:
Proceedings of the international conference on interactive and collaborative learning (ICL), Villach, Austria, 26–28 September 2012.
32. Dollár A, Steif PS (2012) Web-based statics course with learning dashboard for instructors. In: Uskov V (ed)
Proceedings of computers and advanced technology in education (CATE 2012), June 25–27, 2012, Napoli, Italy
OLI Dashboard
37. J. L. Santos, K.Verbert, S.
Govaerts, and E. Duval.
Visualizing PLE Usage.
Proceedings of
EFEPLE11: 1st
Workshop on Exploring
the Fitness and
Evolvability of Personal
Learning Environments,
CEUR Laclusaz, France,
30-31 March 2011
38. Student Activity
Meter
Govaerts, Sten;Verbert, Katrien, Duval,
Erik; Pardo,Abelardo, The Student Activity
Meter for Awareness and Self-reflection.
http://ariadne.cs.kuleuven.be/monitorwidget-chi
43. Objectives
• self-monitoring for learners
• awareness for teachers
• time tracking
http://free-extras.com/images/obama_hope_progress-2848.htm
44. Objectives
• self-monitoring for learners
• awareness for teachers
• time tracking
• learning resource use and
recommendations http://free-extras.com/images/obama_hope_progress-2848.htm
49. Methodology.
• design-based research [Obrenović 2011]: design a tool, give
students & teachers and evaluate
• iterative process of design & evaluation
• paper mockups
• usability studies
• surveys on
usefulness
http://funnytogo.com/pictures/evolution/timeline.htm
50. iter. evaluation goal methodology demo-graphics data
I.
usability, satisfaction,
preliminary
usefulness
task-based interview
with think-aloud, SUS
& MSDT
12 CS students
at KULeuven
timetracking
viaTwitter
II.
assessing teacher
needs, use &
usefulness
online survey with
Likert items, yes/no
and open questions
19 teachers &
TA’s with
CGIAR courses
Moodle logs
III.
assessing teacher
needs, expert
feedback, use &
usefulness
online survey with
Likert items, yes/no
and open questions
12 participants
from LAK
MOOC
Moodle logs
IV.
use, usefulness &
satisfaction
structured face-to-face
interview with tasks &
open questions
11 teachers &
TA’s at Carlos III
Uni. Madrid
VM with
extensive
tool tracking
52. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
53. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
54. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
55. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
56. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
• to find a wide variety of new insights
57. Conclusion
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
• to find a wide variety of new insights
• almost all want to continue using SAM
69. An overview of where students are
Currently there are 4 students in the orientation phase,
8 in the conceptualization phase, 3 in the investigation
phase and one discussing.
Student currently in phase
4 8 3 0 1
70. A detailed view of where each student is
Tommy is in the discussion phase, Becky in the
investigation phase, etc.
Student current phase
Tommy
Becky
Jessi
Alex
71. An overview of the time spent in each space
for all students
There are currently students in the conclusion and the
discussion phases, the average time spent in the
discussion phase so far is 20 seconds and the average
time spent in the investigation phase is 15:30 minutes
Average time per phase
2:50 3:01 15:30 4:20 0:20
72. The number of time students change phases
Alex has been changing 12 times between phases so
far, Jessi only 5 times.
Number of phase changes
Tommy Becky Jessi Alex
4 8 5 12
73. An overview of who handed in their
assignment
Tommy, Jessi and Alex have already handed in their
assignments.
Student reports
Tommy
Becky
Jessi
Alex
report.pdf
Jessi.pdf
Pat
pat.pdf
