The Experts below are selected from a list of 2601147 Experts worldwide ranked by ideXlab platform
Mutlu Cukurova - One of the best experts on this subject based on the ideXlab platform.
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using multimodal learning analytics to identify aspects of collaboration in project based learning
Computer Supported Collaborative Learning, 2017Co-Authors: Daniel Spikol, Emanuele Ruffaldi, Mutlu CukurovaAbstract:Collaborative learning activities are a key part of education and are part of many common teaching approaches including problem-based learning, inquiry-based learning, and project-based learning. However, in open-ended collaborative small group Work where learners make unique solutions to tasks that involve robotics, electronics, programming, and design artefacts evidence on the effectiveness of using these learning activities are hard to find. The paper argues that multimodal learning analytics (MMLA) can offer novel methods that can generate unique information about what happens when students are engaged in collaborative, project-based learning activities. Through the use of multimodal learning analytics platform, we collected various streams of data, processed and extracted multimodal interactions to answer the following question: which features of MMLA are good predictors of collaborative problem-solving in open-ended tasks in project-based learning? Manual entered scores of CPS were regressed using machine-learning methods. The answer to the question provides potential ways to automatically identify aspects of collaboration in projectbased learning.
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tracing physical movement during practice based learning through multimodal learning analytics
International Learning Analytics & Knowledge Conference, 2017Co-Authors: Donal Healion, Sam Russell, Mutlu Cukurova, Daniel SpikolAbstract:In this paper, we pose the question, can the tracking and analysis of the physical movements of students and teachers within a Practice-Based Learning (PBL) environment reveal information about the learning process that is relevant and informative to Learning Analytics (LA) implementations? Using the example of trials conducted in the design of a LA system, we aim to show how the analysis of physical movement from a macro level can help to enrich our understanding of what is happening in the classroom. The results suggest that Multimodal Learning Analytics (MMLA) could be used to generate valuable information about the human factors of the collaborative learning process and we propose how this information could assist in the provision of relevant supports for small group Work. More research is needed to confirm the initial findings with larger sample sizes and refine the data capture and analysis methodology to allow automation.
Jerome I Rotgans - One of the best experts on this subject based on the ideXlab platform.
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the process of problem based learning what Works and why
Medical Education, 2011Co-Authors: Henk G Schmidt, Jerome I RotgansAbstract:Medical Education 2011: 45: 792–806 Objectives In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation–elaboration hypothesis and a situational interest hypothesis. Methods Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new ‘micro-analytical’ methodology was used to trace the process of PBL in the natural classroom setting. Conclusions We conclude that there is considerable support for the idea that PBL Works because it encourages the activation of prior knowledge in the Small-Group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to ‘hard’ scaffolding represented by, for instance, Worksheets or questions added to problems. Small-Group Work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.
Daniel Spikol - One of the best experts on this subject based on the ideXlab platform.
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using multimodal learning analytics to identify aspects of collaboration in project based learning
Computer Supported Collaborative Learning, 2017Co-Authors: Daniel Spikol, Emanuele Ruffaldi, Mutlu CukurovaAbstract:Collaborative learning activities are a key part of education and are part of many common teaching approaches including problem-based learning, inquiry-based learning, and project-based learning. However, in open-ended collaborative small group Work where learners make unique solutions to tasks that involve robotics, electronics, programming, and design artefacts evidence on the effectiveness of using these learning activities are hard to find. The paper argues that multimodal learning analytics (MMLA) can offer novel methods that can generate unique information about what happens when students are engaged in collaborative, project-based learning activities. Through the use of multimodal learning analytics platform, we collected various streams of data, processed and extracted multimodal interactions to answer the following question: which features of MMLA are good predictors of collaborative problem-solving in open-ended tasks in project-based learning? Manual entered scores of CPS were regressed using machine-learning methods. The answer to the question provides potential ways to automatically identify aspects of collaboration in projectbased learning.
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tracing physical movement during practice based learning through multimodal learning analytics
International Learning Analytics & Knowledge Conference, 2017Co-Authors: Donal Healion, Sam Russell, Mutlu Cukurova, Daniel SpikolAbstract:In this paper, we pose the question, can the tracking and analysis of the physical movements of students and teachers within a Practice-Based Learning (PBL) environment reveal information about the learning process that is relevant and informative to Learning Analytics (LA) implementations? Using the example of trials conducted in the design of a LA system, we aim to show how the analysis of physical movement from a macro level can help to enrich our understanding of what is happening in the classroom. The results suggest that Multimodal Learning Analytics (MMLA) could be used to generate valuable information about the human factors of the collaborative learning process and we propose how this information could assist in the provision of relevant supports for small group Work. More research is needed to confirm the initial findings with larger sample sizes and refine the data capture and analysis methodology to allow automation.
Henk G Schmidt - One of the best experts on this subject based on the ideXlab platform.
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the process of problem based learning what Works and why
Medical Education, 2011Co-Authors: Henk G Schmidt, Jerome I RotgansAbstract:Medical Education 2011: 45: 792–806 Objectives In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation–elaboration hypothesis and a situational interest hypothesis. Methods Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new ‘micro-analytical’ methodology was used to trace the process of PBL in the natural classroom setting. Conclusions We conclude that there is considerable support for the idea that PBL Works because it encourages the activation of prior knowledge in the Small-Group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to ‘hard’ scaffolding represented by, for instance, Worksheets or questions added to problems. Small-Group Work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.
Janet Strivens - One of the best experts on this subject based on the ideXlab platform.
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promoting professional knowledge experiential learning and critical thinking for medical students
Medical Education, 2000Co-Authors: Gillian Maudsley, Janet StrivensAbstract:It has been recognized internationally that undergraduate medical education must adapt to changing needs, as illustrated by the Tomorrow's Doctors recommendations from the General Medical Council. This paper aims to relate contemporary educational theory to under-graduate medical educational requirements, specifically highlighting conditions (e.g. experiential learning) for: professional knowledge acquisition; critical thinking, problem-solving and clinical problem-solving; and lifelong professional learning. Furthermore, problem-based learning (PBL) is highlighted as potentially providing such conditions. There are lessons from contemporary educational theory for the reform of undergraduate medical education. These include valuing prior knowledge and experience; promoting learner responsibility through facilitating rather than directing learning; encouraging learners to test out and apply new knowledge, and using Small-Group Work to foster explicitly the elusive skills of critical thinking and reflection. Contemporary educational theory contributes valuable insights, but cannot dictate the ultimate 'mix'; at best it provides some principles for reflective analysis of the learning experiences created for tomorrow's doctors.