118 research outputs found
Learning analytics as a "middle space"
No full textLearning Analytics, an emerging field concerned with an- alyzing the vast data “given off” by learners in technology supported settings to inform educational theory and prac- tice, has from its inception taken a multidisciplinary ap- proach that integrates studies of learning with technological capabilities. In this introduction to the Proceedings of the Third International Learning Analytics & Knowledge Con- ference, we discuss how Learning Analytics must function in the “middle space” where learning and analytic concerns meet. Dialogue in this middle space involves diverse stake- holders from multiple disciplines with various conceptions of the agency and nature of learning. We hold that a sin- gularly unified field is not possible nor even desirable if we are to leverage the potential of this diversity, but progress is possible if we support “productive multivocality” between the diverse voices involved, facilitated by appropriate use of boundary objects. We summarize the submitted papers and contents of these Proceedings to characterize the voices and topics involved in the multivocal discourse of Learning Analytics.sponsorship: Research Foundation Flanders (FWO)status: Publishe
Le déterminisme méthodologique et le chercheur agissant
No full textInternational audienceIn this article, we explore the concept of “methodological determinism”, the supposition that underlies the incommensurability thesis and the related practice, called naïve methodological eclecticism (Yanchar & Williams, 2006). In order to understand exactly what is deterministic about the methods we employ as researchers, we first take two examples of methods — Social Network Analysis (SNA) and the transcription of human interaction, and we tease apart which assumptions are carried by the methods when they are applied and which assumptions can be acted upon by researchers. Second, we present the Productive Multivocality project and its objectives (Suthers, Lund, Rosé, Teplovs & Law, 2013) in order to describe an example of a researcher who — thanks to interactions with other researchers using different methods — developed a mixed method, using a conscious methodological eclecticism (rather than naïve), and in this way was able to escape the incommensurability thesis. In conclusion, we explain how discussing different analyses of the same corpus allowed a researcher who planned and taught the course that gave rise to the corpus, was able to evaluate it.Dans cet article, nous explorons le concept du « déterminisme méthodologique », la supposition qui sous-tend la thèse d’incommensurabilité et la pratique liée, appelée « l’éclectisme méthodologique naïf » (Yanchar & Williams, 2006). Afin de comprendre où se trouve le déterminisme dans les méthodes que nous appliquons en tant que chercheurs, nous prenons deux exemples de méthodes – le Social Network Analysis (SNA), et la transcription des interactions humaines, et nous décortiquons quels sont les présupposés portés réellement par les méthodes lors de leur application et quels sont les présupposés sur lesquels le chercheur peut agir. Par la suite, nous présentons le projet Productive Multivocality in the Analysis of Group Interactions et ses objectifs (Suthers, Lund, Rosé, Teplovs & Law, 2013) afin de détailler un exemple où un chercheur, face aux interactions avec d’autres chercheurs, a su mettre en place une méthode mixte avec un éclectisme méthodologique conscient (plutôt que naïf), qui lui fait échapper à la thèse d’incommensurabilité. En conclusion, nous expliquons comment le fait de discuter des analyses différentes d’un même corpus a permis à l’enseignant-chercheur qui a mis en place et enseigné la séquence pédagogique, de l’évaluer
Le déterminisme méthodologique et le chercheur agissant
No full textInternational audienceIn this article, we explore the concept of “methodological determinism”, the supposition that underlies the incommensurability thesis and the related practice, called naïve methodological eclecticism (Yanchar & Williams, 2006). In order to understand exactly what is deterministic about the methods we employ as researchers, we first take two examples of methods — Social Network Analysis (SNA) and the transcription of human interaction, and we tease apart which assumptions are carried by the methods when they are applied and which assumptions can be acted upon by researchers. Second, we present the Productive Multivocality project and its objectives (Suthers, Lund, Rosé, Teplovs & Law, 2013) in order to describe an example of a researcher who — thanks to interactions with other researchers using different methods — developed a mixed method, using a conscious methodological eclecticism (rather than naïve), and in this way was able to escape the incommensurability thesis. In conclusion, we explain how discussing different analyses of the same corpus allowed a researcher who planned and taught the course that gave rise to the corpus, was able to evaluate it.Dans cet article, nous explorons le concept du « déterminisme méthodologique », la supposition qui sous-tend la thèse d’incommensurabilité et la pratique liée, appelée « l’éclectisme méthodologique naïf » (Yanchar & Williams, 2006). Afin de comprendre où se trouve le déterminisme dans les méthodes que nous appliquons en tant que chercheurs, nous prenons deux exemples de méthodes – le Social Network Analysis (SNA), et la transcription des interactions humaines, et nous décortiquons quels sont les présupposés portés réellement par les méthodes lors de leur application et quels sont les présupposés sur lesquels le chercheur peut agir. Par la suite, nous présentons le projet Productive Multivocality in the Analysis of Group Interactions et ses objectifs (Suthers, Lund, Rosé, Teplovs & Law, 2013) afin de détailler un exemple où un chercheur, face aux interactions avec d’autres chercheurs, a su mettre en place une méthode mixte avec un éclectisme méthodologique conscient (plutôt que naïf), qui lui fait échapper à la thèse d’incommensurabilité. En conclusion, nous expliquons comment le fait de discuter des analyses différentes d’un même corpus a permis à l’enseignant-chercheur qui a mis en place et enseigné la séquence pédagogique, de l’évaluer
The human gene map near the fragile X / by Graeme Kemble Suthers
No full textTypescript (Photocopy)Includes published papers co-authored by the author at the end of volume 2Bibliography: leaves 195-237 of vol. 12 v. : ill ; 30 cm.Thesis (Ph.D.)--Dept. of Paediatrics, Faculty of Medicine, University of Adelaide, 199
Representations for Scaffolding Collaborative Inquiry on Ill-Structured Problems.
No full textThe Belvedere software environment was designed to support students engaged in collaborative learning while solving ill-structured problems requiring integration of multiple sources of data to evaluate competing hypotheses or solutions. Students are posed with web-based “science challenge problems,” which present a recent or current debate in science along with on-line articles, data, and suggestions for hands-on data-gathering activities. Students use the Belvedere inquiry-diagramming facility to record hypotheses under consideration, information gathered, and the evidential relations between them. Preliminary studies with Belvedere suggest that the design of representational tools can have a significant effect on the learners’ knowledge-building discourse. However, these effects are insufficiently studied. After several years of laying the groundwork by building and deploying such software, the author and colleagues have begun such an in-depth investigation, examining the effects of textual, diagrammatic and tabular representational tools on the quality of knowledge-building discourse between learners. The paper describes the Belvedere work that led to this position, lays out a research agenda, and describes pilot studies now underway
Addressing learner issues with StepUp!: an evaluation
No full textThis paper reports on our research on the use of learning analytics
dashboards to support awareness, self-reflection, sensemaking and
impact for learners. So far, little research has been done to
evaluate such dashboards with students and to assess their impact
on learning. In this paper, we present the results of an evaluation
study of our dashboard, called StepUp!, and the extent to which it
addresses issues and needs of our students. Through
brainstorming sessions with our students, we identified and
prioritized learning issues and needs. In a second step, we
deployed StepUp! during one month and we evaluated to which
extent our dashboard addresses the issues and needs identified
earlier in different courses. The results show that our tool has
potentially higher impact for students working in groups and
sharing a topic than students working individually on different
topics.status: Publishe
Applications of Cohesive Subgraph Detection Algorithms to Analyzing Socio-Technical Networks
No full textSocio-technical networks can be productively modeled at several granularities, including the interaction of actors, how this interaction is mediated by digital artifacts, and sociograms that model direct ties between the actors themselves. Cohesive subgraph detection algorithms (CSDA, a.k.a. “community detection algorithms”) are often applied to sociograms, but also have utility in analyzing graphs corresponding to other levels of modeling. This paper illustrates applications of CSDA to graphs modeling interaction and mediated association. It reviews some leading candidate algorithms (particularly InfoMap, link communities, the Louvain method, and weakly connected components, all of which are available in R), and evaluates them with respect to how useful they have been in analyzing a large dataset derived from a network of educators known as Tapped In. This practitioner-oriented evaluation is a complement to more formal benchmark based studies common in the literature
KEANEKARAGAMAN DAN POLA DISTRIBUSI HARIAN PLANKTON PADA KOLAM INDUK DAN KOLAM LARVA UDANG VANAME (Litopenaeus vannamei) DI UD. KESATRIA MAS BENUR, TUBAN
No full textUdang vaname termasuk hewan omnivora yang mampu memanfaatkan
pakan alami yang terdapat dalam tambak seperti plankton dan detritus yang ada pada kolom air (Suthers and Rissik, 2009). Plankton (fitoplankton dan zooplankton)mempunyai peran yang sangat besar dalam ekosistem perairan, karena sebagai sumber makanan bagi hewan perairan lainnya.
Praktek Kerja Lapang (PKL) ini dilaksanakan pada tanggal 23 Januari 2017 sampai 19 Februari 2017 di UD. Kesatria Mas Benur, Tuban. Metode kerja yang digunakan dalam PKL ini yaitu pengambilan data primer dan sekunder.
Plankton yang ditemukan pada kolam induk UD. Kesatria Mas Benur diantaranya Pseudonitzchia sp.; copepod nauplius; Phaeocystis sp.; sedangkan pada kolam larva terdapat tiga spesies plankton diantaranya Rhizosolenia sp. dan Navicula sp. Indeks keanekaragaman plankton pada kolam induk maupun kolam larva termasuk dalam keanekaragaman rendah karena memiliki nilai indeks keanekaragaman kurang dari 2,30. Pola distribusi harian plankton yang berada pada permukaan kolam induk maupun kolam larva adalah Skeletonema sp. ;
Rhizosolenia sp. ; Navicula sp. ; dan copepod nauplius sedangkan plankton yang berada pada dasar kolam adalah Pseudonitzchia sp. dan copepod nauplius baik pada pagi hari (06.00) dan sore hari (17.00)
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