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Data-driven decision-making and data-intensive research are becoming prevalent in many sectors of modern society, i.e. healthcare, politics, business, and entertainment. During the COVID-19 pandemic, huge amounts of educational data and new types of evidence were generated through various online platforms, digital tools, and communication applications. Meanwhile, it is acknowledged that educa-tion lacks computational infrastructure and human capacity to fully exploit the potential of big data. This paper explores the use of Learning Analytics (LA) in higher education for measurement purposes. Four main LA functions in the assessment are outlined: (a) monitoring and analysis, (b) automated feedback, (c) prediction, prevention, and intervention, and (d) new forms of assessment. The paper con-cludes by discussing the challenges of adopting and upscaling LA as well as the implications for instructors in higher education.
Abstract concepts and ideas from Computer Science Education can benefit from immersive visualizations that can be provided in virtual environments. This thesis explores the effects of the key characteristics of virtual environments, immersion and presence, on learning outcomes in Educational Virtual Environments for learning Computer Science.
Immersion is a quantifiable description of the technology to immerse the user into the virtual environment; presence describes the subjective feeling of 'being there'. While technological immersion can be seen as a strong predictor for presence, motivational traits, cognition, and the emotional state of the user also influence presence. A possible localization of these technological and person-specific variables in Helmke's pedagogical supply-use framework is introduced as the Educational Framework for Immersive Learning (EFiL). Presence is emphasized as a central criterion influencing immersive learning processes. The EFiL provides an educational understanding of immersive learning as learning activities initiated by a mediated or medially enriched environment that evokes a sense of presence.
The idea of Computer Science Unplugged is pursued by using Virtual Reality technology in order to provide interactive virtual learning experiences that can be accurately displayed, schematizing, substantiating, or metaphorical. For exploring the effects of virtual environment characteristics on learning, the idea of Computer Science Replugged focuses 'hands-on' activities and combines them with immersive technology. By providing a perception of non-mediation, Computer Science Replugged might enable experiences that can contribute additional possibilities to the real activity or enable new activities for teaching Computer Science.
Three game-based Educational Virtual Environments were developed as treatments: 'Bill's Computer Workshop' introduces the components of a computer; 'Fluxi's Cryptic Potions' uses a metaphor to teach asymmetric encryption; 'Pengu's Treasure Hunt' is an immersive visualization of finite state machines. A first study with 23 middle school students was conducted to test the instruments in terms of selectivity, the devices' induced levels of presence, and adequacy of the selected learning objectives. The second study with 78 middle school students playing the environments on different devices (laptop, Mobile Virtual Reality, or head-mounted-display) assessed motivational, cognitive, and emotional factors, as well as presence and learning outcomes.
An overall analysis showed that pre-test performance, presence, and the previous scholastic performance in Maths and German predict the learning outcomes in the virtual environments. Presence could be predicted by the student's positive emotions and by the technological immersion. The level of immersion had no significant effect on learning outcomes. While a good-fitting path analysis model indicated that the assumed relations deriving from the EFiL are largely correct for 'Bill's Computer Workshop' and 'Fluxi's Cryptic Potions', not all results of the overall path analysis were significant for the analyses of the particular environments.
Presence seems to have a small effect on learning outcomes while being influenced by technological and emotional factors. Even though the level of immersion can be used to predict the level of presence, it is not an appropriate predictor for learning outcomes. For future studies, the questionnaires have to be revised as some of them suffered from poor scale reliabilities. While the second study could provide indications that the localization of presence and immersion in an existing educational supply-use framework seems to be appropriate, many factors had to be blanked out.
The thesis contributes to existing research as it adds factors that are crucial for learning processes to the discussion on immersive learning from an educational perspective and assesses these factors in hands-on activities in Educational Virtual Environments for Computer Science Education.
Which skills may student teachers be expected to have, after all, after having completed their first period of practical training at school? After three to six semesters of studying and a six-week long period of practical training at school, what may be expected from them when it comes to those professional skills as being expected from professional teachers? Which skills may they be expected to have in their fifth semester of studying, at a stage when, in the context of their studies, student teachers in Bavaria are doing their subject-related periods of practical training? And what may a trainee teacher be expected to have achieved at the end of his or her teaching training? Finally, which skills may professional teachers be expected to have which may not be expected from trainee teachers?
Questions like these give expression to a problem a team of professors, lecturers and responsible school supervisors has dedicated their efforts to. The overall objective of the collaboration was to define skills and indicators that describe developing processes between the beginning of studies and being a professional teacher. For this purpose, one reached back to current empirical findings from the field of pedagogical and psychological teaching quality research. Generally, due to the fact that pedagogical work focuses on achieving certain objectives, it is always normative. Usually empiricists hesitate when it comes to deductively deriving normative skills from the findings of quality research, even more as the data situation concerning certain sub-dimensions is rather contradictory. But still: in the course of an individual, biographical professionalization process, teacher training aims at providing each individual with abilities that will make him/her a good teacher or allow for “high-quality” teaching. Everybody working in the field of teacher training is aware of the fact that, when it comes to the practical aspects of teacher training, general formulations require concrete action. An illustrative example is the individual counselling of students or trainee teachers: After having given a lesson, each student and his/her tutor reflect on positive and less positive aspects by reaching back to quality criteria. And this is exactly what this paper is about: It tries to offer an advisory tool for students, trainee teachers, teachers, school administrations and school supervising authorities, by providing information about which concrete skills may be expected at a defined stage of professionalization and how these skills can be identified.
This paper is the result of a two-year collaboration; its release is meant to contribute to a debate on the topic among a larger public. Following the introductory remarks, in the first section of the paper Mägdefrau, Kufner and Hank present the theoretical basis: The criteria for selecting the dimensions of qualities of teaching as well as the spiral-curricular structure of the standards given in Section II are explained. Furthermore, there are some brief comments on possible practical applications.
Then in Sections II and III the standards of the collaborating authors are presented. Section II presents the standards according to the chosen dimensions of teacher behavior. That is, the reader will find the respective skills and indicators for the four phases of the Bavarian teacher education system (period of practical training at school, subject-didactic period of practical training, traineeship, and professional teacher training) in sequence. The first two phases refer to the university phase, the third to the training phase at school after graduating, and the forth describes the skills teachers should have at their disposal and continually develop through teacher trainings. (For an overview, see Figure 1.) This juxtaposition allows for easily pursuing the skills development process supposed to be achieved phase by phase for each dimension and sub-dimension. Then section III once again gives an overview of the standards according to the four phases, so that e. g. students in their first semester may see at first sight what skills they are expected to have after their first period of practical training at school.
The influence of situational interest on the appropriate use of cognitive learning strategies
(2017)
This study explores the role of two facets of situational interest, interestingness and
personal significance, as predictors of the adequate use of three types of cognitive
learning strategies (rehearsal strategies, organizational strategies, and elaboration
strategies). In order to attain this goal, it introduces a new measure of the adequacy
of the use of cognitive learning strategies by using the distance between teachers’
estimates of appropriate use of learning strategies for a specific task and students’
reported strategic behavior.
Based on a theoretical model of the use of cognitive learning strategies, the study
shows, by means of structural equation modeling, that different facets of situational
interest play different roles in predicting students’ surface and deep processing. In
summary, it was found that experienced personal significance played a major role
in predicting deep-processing strategies for a significant proportion of the 34 tasks
in this study, whereas interestingness fell short of expectations.
Limitations did arise owing to some missing values, which may blur the findings at
the lower interest and achievement end for the student sample. Nevertheless, suggestions
have been made for future research, which can help teachers of history
classes to determine components of success, namely experienced personal significance,
when designing tasks and consequently provide effective learning tasks to
their classes.