Cecilie Hansen

Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics

This poster introduces the first version of an integrated model of three traditions of research in TEL: Teacher Inquiry into Student Learning TISL [1], Learning Design LD [2] and Learning Analytics LA [3]. The integrated model, is based on four existing models: TISL Heart Model [4], Design Inquiry Model [2], Scenario Design Process Model [5], and the Model for Integrating Design and Analytics in Scripting for CSCL MIDAS4CSCL [6]. The result is leading towards a new strand of inquiry, called teacher-led design inquiry of learning.

Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice

Abstract Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.

When learning is high stake

Firefighter learning is high stake. They need to maintain certain competence levels related to physical, mental, and firefighting and rescue skills in order to provide the public with a high level of emergency service. Fire and Rescue Services need to maintain an overview of the current competences of their personnel and to react when there is a competence gap. This poster presents our approach to using competence modelling, learner models, learning analytics, and visualisations in order provide insight into competence status and development on the individual, team, and organisation level, and to provide early-alerts and automated messages to instructors responsible for planning training activities, as well as to team leaders responsible for making decisions about teams in high stakes situations.

Interactive Event: From a Virtual Village to an Open Learner Model with Next-TELL

With the range of educational tools available it is now realistic for learner models to take account of broader information, and there are strong arguments for placing open learner models in the centre of environments with diverse sources of data [1],[2],[3]. This Interactive Event will demonstrate the Next-TELL approach to facilitating teachers’ use of data from a variety of sources, and will allow participants to interact at all stages of this process. The Interactive Event will comprise three parts: