Wearable technologies should promote adaptive learners

Dragan Gašević@dgasevic

November 15, 2016aWear 2016Stanford, CA, USA

Excitement about the use of technology in education

Excitement about wearable tech

Nield, D. (2015, July 28). Wearable technology in the classroom: what’s available and what does it do? The Guardian. Retrieved from https://www.theguardian.com/teacher-network/2015/jul/28/wearable-technology-classroom-virtual-reality

Collecting more data about learners than ever before

Rhetoric of adaptive learning

Adaptive learning

Offer some benefits, but focus primarily on adaptive algorithms

What about adaptive learners?

ADAPTIVE LEARNERS

Learners construct knowledgeLearners are agents

Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5–17.

Winne and Hadwin's model

of self-regulated learning

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ, US: Lawrence Erlbaum Assoc. Publishers.

Winne and Hadwin's model

of self-regulated learning

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ, US: Lawrence Erlbaum Assoc. Publishers.

Why do adaptive learners matter?!

Metacognitive skills

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823

Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator, 37(3), 12-21.

Why do adaptive learners matter?!

Information seeking skills

Judd, T., & Kennedy, G. (2011). Expediency-based practice? Medical students’ reliance on Google and Wikipedia for biomedical inquiries. British Journal of Educational Technology, 42 (2), 351-360. doi:10.1111/j.1467-8535.2009.01019.x

Why do adaptive learners matter?!

Sensemaking paradox

Butcher, K. R., & Sumner, R. (2011). Self-Directed Learning and the Sensemaking Paradox. Human–Computer Interaction, 26(1-2), 123-159. doi:10.1080/07370024.2011.556552

21st century skills

Griffin, P., & Care, E. (2015). The ATC21S Method. In P. Griffin & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 3–33). Springer Netherlands. http://dx.doi.org/10.1007/978-94-017-9395-7_1

Study skills associated with mind growths

Yan, V. X., Thai, K. P., & Bjork, R. A. (2014). Habits and beliefs that guide self-regulated learning: Do they vary with mindset?. Journal of Applied Research in Memory and Cognition, 3(3), 140-152.

Teaching study tactics is possible

Gašević, D., Mirriahi, N., Dawson, S., & Joksimović, S. (2016, in press). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior. http://dx.doi.org/10.1016/j.chb.2016.10.026

Study strategy detected from trace data

Jovanović, J., Gašević, D., Pardo, A., Dawson, S., Mirriahi, N. (2016). Learning Analytics to Unveil Learning Strategies in a Flipped Classroom. Submitted to The Internet and Higher Education.

Learning strategy

“Any thoughts, behaviors, beliefs or emotions that facilitate the acquisition, understanding or later transfer of new

knowledge and skills”

Weinstein, C. E., Mayer, R. E., & Wittrock, M. (1986). The teaching of learning strategies. In Handbook of research on teaching (Vol. 3, pp. 315–327). New York: Macmillan.

WEARABLES FOR ADAPTIVE LEARNERS

Affordances of wearable technologies

Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.

Opportunities

Wu, T., Dameff, C., & Tully, J. (2014). Integrating Google Glass into simulation-based training: experiences and future directions. Journal of Biomedical Graphics and Computing, 4(2), p. 49-54.

Improved role-play and reflection

https://commons.wikimedia.org/wiki/File:Google_Glass_Front.jpg

Opportunities (eye tracking)

Jeelani, I., Albert, A., Azevedo, R., & Jaselskis, E. J. (2016). Development and Testing of a Personalized Hazard-Recognition Training Intervention. Journal of Construction Engineering and Management, 04016120.

Facilitate introspection, self-diagnosis, and correction

Opportunities (dual eye tracking)

Sharma, K., Jermann, P., Nüssli, M. A., & Dillenbourg, P. (2013). Understanding collaborative program comprehension: Interlacing gaze and dialogues. In Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (pp. 430-437).

Collaborative problem solving

Opportunities (electro-dermal)

Pijeira-Díaz, H. J., Drachsler, H., Järvelä, S., & Kirschner, P. A. (2016, April). Investigating collaborative learning success with physiological coupling indices based on electrodermal activity. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 64-73). ACM.

Association of coupled EDA indices and collaboration productivity

CHALLENGES FOR FUTURE WORK

Issues with wearable technologies

Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353.

Too much (wear) tech dependence

Potential deterioration and/or constrained development

Gill, S. P. (2008). Socio-ethics of interaction with intelligent interactive technologies. Ai & Society, 22(3), 283e300

Lessons from medicine

Presence of wearable devices does not imply better outcomes!

Patel, M. S., Asch, D. A., & Volpp, K. G. (2015). Wearable Devices as Facilitators, Not Drivers, of Health Behavior Change. JAMA, 313(5), 459–460. https://doi.org/10.1001/jama.2014.14781

Implications for

Activities around devices need to be designed

Longitudinal studies are necessary

Ideally suited methodNot ideally suited methodIdeally suited method, but context dependent

Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84-94.

Capturing and measurement of engagement-related processes

Ideally suited methodNot ideally suited methodIdeally suited method, but context dependent

Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84-94.

Capturing and measurement of engagement-related processes

Data triangulation necessa

ry!

How to analyze data when everyone is an outlier

Sharma, K., Chavez-Demoulin, V., Dillenbourg, P. (2016). An Application of Extreme Values Theory to Learning Analytics: Predicting Collaboration Quality from Eye-tracking Data. Submitted to Journal of Learning Analytics

Theory-driven research and theory building

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.

FINAL REMARKS

Wearable technologies offermuch promise

We must not forget!

Learning and (adaptive) learners must come first on the agenda

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x

Reich, J. (2015). Rebooting MOOC research - Improve assessment, data sharing, and experimental design. Science. 347(6217), 30-31, http://bit.ly/1s3b5kS

Interdisciplinary teams needed more than ever before

Thank you!

http://learning-analytics.info/

http://lak17.solaresearch.org/