Learning and Knowledge Analytics in Open Education (eBook)

Feng-Qi Lai is a Professor and the Graduate Program Coordinator at Indiana State University. She received her Ph.D. in Educational Technology from Purdue University in 1997. After her graduation, she worked for corporations in the Chicago area until 2002 as the Director of Training and later as the Senior Instructional Designer/Project Manager. Prior to 1992, she taught K-12 and in the university for a total of more than 14 years while in China. Dr. Lai started her publications and translations in 1983. Her first translation entitled Writing Scientific Papers in English by O'Connor, M., & Woodford, F. P. was printed in 1983 (62,000 copies) and reprinted in 1985 (62,001 – 72,100). One of the papers she translated received the Award for Scientific English Translation at the Second Scientific Translation National Competition, China, in 1983. Her publications include books, book chapters, and journal papers in both English and Chinese. She also worked on more than three thousand phrases in A Complete dictionary of English-Chinese idiomatic phrases edited by Xing, Z., the work of which was started in 1991 and published in 1995.James D. Lehman is a professor of learning design and technology and the Jerry and Rosie Semler Director of the Discovery Learning Research Center at Purdue University. He has also served in leadership roles as associate dean for discovery and faculty development in the College of Education and head of the Department of Curriculum and Instruction at Purdue. Professor Lehman’s scholarship and teaching focuses on technology integration in education particularly in the sciences, e-learning, and interactive multimedia. He has published more than 50 refereed journal articles and book chapters and is co-author of Educational technology for teaching and learning, an educational technology textbook now in its 4th edition.

Foreword 5
Preface 8
Contents 11
Editors and Contributors 13
1 Learning Is a Journey, not a Destination 23
Abstract 23
1.1 What Is Teaching? 24
1.2 Getting from Point A to Point B 25
1.3 Knowing the Learner, Knowing the Lesson 27
1.4 Aligning Evaluation 29
1.5 What Is “Normal”? 30
1.6 Conclusion 32
References 32
2 The Impact of Instructional Design: Questions of Conscience 34
Abstract 34
2.1 Introduction 34
2.2 Discussion 36
2.3 Conclusion 39
References 40
3 Using Data Analytics to Drive Performance and Instructional Decision-Making 42
Abstract 42
3.1 Introduction 42
3.2 Optimization Through Assessment 43
3.3 Global Positioning 43
3.4 GPS and Learning 45
3.5 Impactful Technology 45
3.6 Strategy and Focus 47
3.7 Strategy for Using Data Analytics to Create Meaningful Assessments to Drive Performance and Enhance Instructional Decision-Making 47
3.8 Measure Performance 48
3.8.1 Step 1: Identify Representative Tasks 48
3.9 Identify Expert Performers 48
3.9.1 Step 2: Select Expert and Nonexpert Performers 48
3.10 Identify Mediating Mechanisms 49
3.10.1 Step 3: Analyze Performance to Understand Mechanisms that Allow Individuals to Excel 49
3.11 Facilitate Acquisition of Mediating Mechanisms 50
3.11.1 Step 4: Use Information to Drive Future Training and Performance Improvement Strategies 50
3.12 Broad Impact on Learning 50
References 51
4 Learning Analytics: Serving the Learning Process Design and Optimization 52
Abstract 52
4.1 Introduction 52
4.2 Process Model of Learning Analytics 53
4.3 Multisource Data Collection and Storage 55
4.4 Typical Approaches of Data Analysis and Visualization 56
4.5 Optimizing Learning and Teaching 58
4.6 Conclusion 59
References 60
5 Design of Online Student Orientation with Conceptual and Procedural Scaffolding 62
Abstract 62
5.1 Introduction 63
5.2 Project Overview 63
5.3 Literature Review 65
5.3.1 Student Orientation for Online Learning 65
5.3.2 Scaffolding in Open-Ended Online Learning Environments 66
5.4 Design Framework and Research Method 67
5.5 Analysis for Design 68
5.5.1 Analysis of Student and Instructor Needs 68
5.5.2 Analysis of Learning Context 70
5.5.3 Analysis of Learning Tasks 71
5.6 Strategies in Development 72
5.7 Formative Evaluation 75
5.7.1 Usability Testing 76
5.7.2 Student Performance and Participation 76
5.7.3 Knowledge of Online Learning Strategies 77
5.7.4 Perceived Usefulness 79
5.7.5 Technology Competency and Awareness of Tech Support Information 80
5.8 Conclusion and Discussion 82
Acknowledgments 83
Appendix A—Time Management Worksheet 83
Appendix B—End-of-Orientation Questionnaire (EOQ) 84
Appendix C—EOQ Items Mapping with Orientation Objectives 86
References 87
6 Improving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback? 90
Abstract 90
6.1 Introduction 91
6.2 Collaborative Inquiry in MOOCs, Peer Assessment, and Learning 92
6.3 Methods 94
6.3.1 Data Sources 94
6.3.2 Data Analysis 94
6.3.2.1 For the Analysis of Student Essays 94
6.3.3 For Analysis of Student Perceptions of Peer Assessment 96
6.3.4 For Analysis of Students’ Community Knowledge 96
6.4 Results and Findings 98
6.4.1 The Effects of Providing Grading/Feedback on the Quality of Writing 98
6.4.2 The Effects of Receiving Feedback on the Quality of Writing 99
6.4.3 Community Knowledge 100
6.5 Discussion and Implications 102
Appendix 103
Information Accumulation Discussion Thread 103
Explanation Thread 105
Knowledge Building Discussion Thread 106
References 108
7 Emerging Technology: Instructional Strategies for Nailing Jell-O to a Tree 109
Abstract 109
7.1 Aiming at a Moving Target 109
7.1.1 Emerging Technologies 110
7.2 Instructional Strategies 112
7.2.1 Motivation 112
7.2.2 Merrill’s First Principle of Instruction 113
7.3 Task-Centered Principle 114
7.4 Activation Principle 114
7.5 Demonstration Principle 115
7.6 Application Principle 115
7.7 Integration Principle 116
7.8 Conclusions 116
References 117
8 Utopian and Dystopian Futures for Learning Technologies 118
Abstract 118
8.1 Introduction 118
8.2 Utopia and Dystopia Defined 118
8.3 The Future of Learning Technologies: A Utopian Model 119
8.4 The Future of Learning Technologies: A Brief Dystopian View 124
References 125
9 Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course 127
Abstract 127
9.1 Introduction 128
9.2 Purpose and Objectives of the Study 130
9.3 Description of Instructional Approaches 130
9.3.1 Course Format and Organization 130
9.3.2 Course Evaluation Design 131
9.4 Methods 132
9.4.1 Participants 132
9.4.2 Data Collection Instrument 132
9.4.3 Data Collection and Analysis 134
9.5 Findings 134
9.5.1 Objective 1: Describe Participating Students’ Perceptions About OER and MOOCs Before the Course 134
9.5.2 Objective 2: Describe Participating Students’ Learning Process in OER-Based Flipped Course Through Three Aspects: Self-reported Degree of Familiarity with Course Contents Over Weeks, Self-reported Changes in General Feelings Over Weeks and Their Course Journals 134
9.5.3 Objective 3: Examine Students’ General e-Learning Satisfaction After the Course 138
9.6 Conclusions and Suggestions 139
Acknowledgments 140
References 140
10 Tracking Students’ Activities in Serious Games 142
Abstract 142
10.1 Introduction and Related Literature 143
10.2 Research Questions and Context 144
10.3 Method 145
10.3.1 Participants 145
10.3.2 Data Sources 145
10.3.2.1 Log Files 145
10.3.2.2 Performance Score 146
10.4 Analyses and Findings 146
10.4.1 Correlations of Tracking Variables with Students’ Performance 146
10.4.2 Learning Path 147
10.5 Discussion and Conclusion 151
10.6 Limitations and Future Directions 152
Acknowledgments 153
References 153
11 Eight Trends Affecting the Field of Instructional Design and Technology: Opportunities and Challenges 155
Abstract 155
11.1 Introduction: A Clarification of Terms 155
11.2 Trend #1: Performance Improvement 156
11.3 Trend #2: Performance Support 157
11.4 Trend #3: Online Learning 158
11.5 Trend #4: Social Media 158
11.6 Trend #5: Educational Games 159
11.7 Trend #6: Mobile Learning 160
11.8 Trend #7: Massive Open Online Courses 161
11.9 Trend #8: Learning Analytics 161
11.10 Conclusion: The Expanding Toolbox 162
Acknowledgments 162
References 163
12 Social Media: An Integration Guideline for Teaching and Learning in Higher Education 164
Abstract 164
12.1 Introduction 165
12.2 Method 166
12.2.1 Overview of Research Design 166
12.2.2 Participants 166
12.2.3 Data Collection and Analysis 166
12.3 Results 167
12.3.1 Demographic Characteristics of Participants 167
12.3.2 External and Internal Barriers 169
12.3.3 Guidelines for Social Media Integration 171
12.3.4 Curating Content 174
12.3.5 Copyright 175
12.3.6 Intellectual Property 176
12.3.7 Violations of Academic Integrity 176
12.3.8 Protecting Student Privacy 177
12.3.9 Antiharassment 177
12.4 Discussions 178
12.4.1 Technology Barriers 179
12.4.1.1 Wireless Access and Reliability 179
12.4.1.2 Tool Access, Reliability and Complexity 179
12.4.2 Process Barriers 179
12.4.2.1 Support 179
12.4.2.2 Professional Development 180
12.4.3 Administrative Barriers 180
12.4.3.1 Compensation and Time Requirements 180
12.4.4 Environmental Barriers 181
12.4.4.1 Legal Issues 181
12.4.4.2 Technology Effectiveness 181
12.5 Conclusion 182
References 183
13 An Instructional Design Model for Information Science 185
Abstract 185
13.1 Introduction 186
13.2 Instructional Design 186
13.3 Instructional Design Models 188
13.4 Information Science 189
13.5 An Instructional Design Model for Information Science 190
13.6 Conclusion 191
References 191
14 If Content Is King then e3 Instruction Is Queen 193
Abstract 193
14.1 Motivation 194
14.2 Typical Instructional Sequence 195
14.3 Instructional Events 196
14.4 TELL-ASK Example 196
14.5 First Principles of Instruction 197
14.6 Support for First Principles of Instruction 198
14.7 Demonstration Principle 199
14.8 Application Principle 200
14.9 Learning Events 200
14.10 Example Tell-Show-Do Instruction 201
14.11 How to Revise Existing Instruction 201
14.12 The Context Problem 202
14.13 Problem-Centered 203
14.14 Problem-Centered Example 204
14.15 Recommendation 205
14.16 Conclusion 205
References 205
15 Academic Writing, Publishing, and Presentations in Educational Technology 207
Abstract 207
15.1 Assumptions and Implications 208
15.2 Organization 208
15.3 Educational Research 209
15.4 Presentation Guidelines 211
15.5 Writing Guidelines 211
15.6 Developing a Research Agenda 212
15.7 Types of Research Questions and Associated Methods 214
15.8 Presenting—Where to Present and Why 215
15.9 Publishing 215
15.10 Resources 217
References 218
16 Chinese Scholars’ Perspectives Regarding Educational Technology 219
Abstract 219
16.1 Introduction 219
16.2 Methodology 221
16.2.1 Design and Sample 221
16.2.2 The Survey Instrument 224
16.3 Findings and Analysis 224
16.3.1 Procedure of Data Analysis 224
16.3.2 Findings 225
16.3.2.1 Understanding of the Educational Technology Field 225
16.3.2.2 Understanding of the Major Areas in the Educational Technology Field 226
16.3.2.3 Where Most Knowledge in Educational Technology Was Obtained 227
16.3.2.4 Textbooks Used in the School 227
16.3.2.5 Research Interest in Educational Technology 228
16.3.2.6 Research Areas in Which Studies Were Conducted 229
16.3.3 Papers Published 230
16.3.3.1 Perspectives 230
16.3.3.2 Ideas, Perceptions, and Perspectives 233
16.4 Discussion and Conclusion 234
Acknowledgments 236
References 236
17 Epilogue 237
17.1 The Importance of Instructional Events 238
17.2 Aligning Goals, Instruction, and Assessment 239
17.3 The Growing Interest in Learning Analytics 240
17.4 The Importance of Clear Written Communication 241
17.5 Conclusion 241
References 242
Index 243