38 research outputs found
Data Analytics in Web-based Education in the Higher-education Classroom
No full textAttention span of students in a classroom is very short. To overcome this, different active learning methodologies have been used in the past. Active learning keeps the students busy and engaged throughout the lecture. It breaks the lecture into certain time intervals by intermixing breaks, demonstrations and questions after each interval. For using active learning, clickers and laptops are commonly used in higher education classroom. Most experiments in higher education classroom studying different characteristics of students like learning performance and attention, use clickers and laptop. But, most of these experiments are in a controlled setting, not scalable and compromise the privacy of students. We overcome these problems in an active learning setup in the higher education classroom where we use a web-mediated teaching tool called ASQ. ASQ is a web application that helps to give presentation in a classroom where the presenter has control over the flow of the presentation. ASQ also allows the presenter to interleave the presentation with questions, videos and other interactive JavaScript components. Anyone can anonymously join a presentation in ASQ using a web browser. ASQ tracks the activity of every student interaction by generating event logs each second. In the previous work using ASQ, it has been shown that these logs could be used to infer the attention level of students in the classroom. The goal of this thesis is to gather insights about the fine-grained study behaviour of students in a higher education classroom by analyzing these event logs.We investigate (i) the effect of lecture elements (like the difficulty, relative positioning and spacing of questions; and duration of discussion in the slides) on study behaviour (like attention level, performance and reaction time while answering questions) of students; (ii) the relationship that might exist between attention percentage of students and their participation in the in-class questions; (iii) if students are taking external help when answering questions during the lecture and the relationship that might exist between their tendency to take external help with the difficulty of questions. We conduct our study in a classroom of around 300 students, for 15 lectures in the Web and Database Technology course at TU Delft taught by 2 instructors. We find significant effect of (i) spacing of questions on reaction time and instructor on performance; (ii) length of discussion time associated with a slide on the attention level of students which agrees with past studies; (iii) relative positioning of questions on the performance of students. However, we do not find significant effect of difficulty of questions on performance and reaction time of students while answering these questions. We also find significant effect that students with more attention percentage participate more in the in-class questions. Finally, we find that students take external help while answering questions but the tendency to take external help does not depend on the difficulty of questions
Co-located Collaboration Analytics
No full textCollaboration is an important skill of the 21st century. It can take place in an online (or remote) setting or in a colocated (or face-to-face) setting. With the large scale adoption of sensor use, studies on co-located collaboration (CC) has gained momentum. CC takes place in physical spaces where the group members share each other's social and epistemic space. This involves subtle multimodal interactions such as gaze, gestures, speech, discourse which are complex in nature. The aim of this PhD is to detect these interactions and then use these insights to build an automated real-time feedback system to facilitate co-located collaboration.</p
Recommended from our members
Growth Miracles and Growth Debacles: Exploring Root Causes
No full textIn this fascinating book, Sambit Bhattacharyya presents a detailed account of the socio-economic processes that create broad variations in living standards across the globe. The author examines the world's economic history over the last five centuries, replete with growth miracles and growth debacles: growth in Britain was steady, yet China lost her early advantage; North America settler colonies performed significantly better than those of Asia and Africa; Australia and Argentina were notably similar at the start of the twentieth century but delivered strikingly different growth outcomes. The book argues that these differences in growth rate are best explained by an interplay of factors, namely economic, political and geographical. In conclusion it presents long-run comparative growth narratives for Africa, China, India, the Americas, Russia and Western Europe. Presenting a unique and original analytical framework to explain economic growth and decline, and bridging empirical growth literature and economic history, this book will prove a stimulating read for both academic and professional economists, and scholars of economic history and economic growth. Other social scientists including sociologists, political scientists and economic historians will also find the book to be of great value
Literature Review on Co-Located Collaboration Modeling Using Multimodal Learning Analytics—Can We Go the Whole Nine Yards?
No full textCollaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: For instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this article, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system.Web Information System
Penggabungan Sumber Internet Load Balancing Dua ISP Di Mikrotik Dengan Metode PCC Guna Memberikan Akses Internet Untuk Penggunaan Chrome Book (Studi Kasus Di SMP Negeri 1 Sambit)
No full textThe need for internet access is currently very high, both to find information, articles and the latest knowledge. Many schools have integrated the internet network into the teaching and learning process. It is hoped that students can easily find material and understand lessons, namely SMP Negeri 1 Sambit, an educational institution that has made it one of the main sources of internet access in the teaching and learning process, namely by using Chrome Books as learning media. SMP Negeri 1 Sambit wants a stable and reliable internet connection. Therefore a solution emerged to combine the two ISPs (Internet Service Provider) and make the proxy a network link. The author uses the PCC (Per Connection Classifier) method, which is a method that can be used in Load Balancing. With this PCC method, it can be used to group connection traffic that goes through or in and out of the router into several groups and divides the load on both internet connection lines so that overload does not occur.
Keywords: ISP (Internet Service Provider), Dual internet connection, Mikrotik, PCC (Per Connection Classifier), Chrome Book
Group Coach for Co-located Collaboration
No full textCollaboration is an important 21st century skill; it can take place in a remote or co-located setting. Co-located collaboration (CC) gives rise to subtle human interactions that can be described with multimodal indicators like gaze, speech and social skills. In this demo paper, we first give a brief overview of related work that has identified indicators during CC. Then, we look briefly at the feedback mechanisms that have been designed based on these indicators to facilitate CC. Using these theoretical insights, we design a prototype to give automated real-time feedback to facilitate CC taking the help of the most abundant modality during CC i.e., audio cues.</p
Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics
No full textCollaboration is one of the four important 21st-century skills. With the pervasive use of sensors, interest on co-located collaboration (CC) has increased lately. Most related literature used the audio modality to detect indicators of collaboration (such as total speaking time and turn taking). CC takes place in physical spaces where group members share their social (i.e., non-verbal audio indicators like speaking time, gestures) and epistemic space (i.e., verbal audio indicators like the content of the conversation). Past literature has mostly focused on the social space to detect the quality of collaboration. In this study, we focus on both social and epistemic space with an emphasis on the epistemic space to understand different evolving collaboration patterns and collaborative convergence and quantify collaboration quality. We conduct field trials by collecting audio recordings in 14 different sessions in a university setting while the university staff and students collaborate over playing a board game to design a learning activity. This collaboration task consists of different phases with each collaborating member having been assigned a pre-fixed role. We analyze the collected group speech data to do role-based profiling and visualize it with the help of a dashboard
MULTIFOCUS - MULTImodal Learning Analytics FOr Co-located Collaboration Understanding and Support
No full text
Root Causes of African Underdevelopment
No full textWhat are the root causes of Africa's current state of under-development? Is it the long history of slave trade, the legacy of extractive colonial institutions, or the fallout of malaria? We investigate the relative contributions of these factors using Atlantic distance, Indian Ocean distance, Saharan distance, Red Sea distance, log settler mortality and malaria ecology as instruments. The results show that malaria matters the most and all other factors are statistically insignificant. Malaria also negatively affects savings. The results are robust even when the malaria ecology instrument is replaced by frost, humidity and rainfall and when the latter are used as additional control variables. We find that frost alone is enough to knock off the effects of slave trade and institutions on long-term development in Africa. Copyright 2009 The author 2009. Published by Oxford University Press on behalf of the Centre for the Study of African Economies. All rights reserved. For permissions, please email: [email protected], Oxford University Press.
