Measuring and Visualizing Learning in the Information-Rich by Peter Reimann, Susan Bull, Michael Kickmeier-Rust, Ravi

By Peter Reimann, Susan Bull, Michael Kickmeier-Rust, Ravi Vatrapu, Barbara Wasson

Integrated details platforms are more and more utilized in colleges, and the appearance of the technology-rich lecture room calls for a brand new measure of ongoing school room overview. capable of music net searches, assets used, activity finishing touch time, and a number of different school room behaviors, technology-rich school rooms supply a wealth of power information regarding educating and studying. this knowledge can be utilized to trace pupil development in languages, STEM, and in twenty first Century talents, for example. although, regardless of those adjustments, there was little swap within the form of information made on hand to academics, directors, scholars, and parents.

Measuring and Visualizing studying within the Information-Rich school room

collects study at the implementation of school room evaluation concepts in technology-enhanced studying environments. construction on study performed via a multinational and multidisciplinary crew of studying know-how specialists, and experts from around the world, this e-book addresses those discrepancies. With contributions from significant researchers in schooling expertise, trying out and evaluate, and schooling psychology, this publication contributes to a holistic method for development the knowledge infrastructure of the twenty first Century school.

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177): • • • • • Feedback should be elaborated and focus on the task and not on the learner, It should be delivered after the attempt to solve a problem in manageable units to avoid cognitive overload, Feedback is clear and specific and links to performance and goals, Feedback should reduce uncertainty with regard to how well the learner performed on a€task, We should use feedback to promote a “learning” goal orientation. According to Shute, we must avoid providing feedback which compares learners or feedback providing overall grades.

2. 3. 4. 5. 6. 7. Clarify what good performance is (goals, criteria, expected standards); Facilitate the development of self-assessment (reflection) in learning; Deliver high quality information to students about their learning; Encourage teacher and peer dialogue around learning; Encourage positive motivational beliefs and self-esteem; Provide opportunities to close the gap between current and desired performance; Provide information to teachers that can be used to help shape teaching. Boud and Molloy (2013b) expect the higher education students to move from a sole recipient of information provided by others to an active learner eliciting knowledge for improvement.

Hence, although technology can support teachers’ diagnostic power directly by visualizing information on students’ learning and keeping it accessible for delayed decision-making and/or reflection purposes on both sides, how this information is used depends on the individual teacher and student. Note 1. Within the NEXT-TELL project we aimed at specifying the framework of, and developing measurements for, cognitive density. Parts of the paragraph on the conceptualization of cognitive density are directly taken from one of our deliverables, in which we elaborated on this (cf.

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