Research on effective practices of mobile learning
Transcript of Research on effective practices of mobile learning
![Page 1: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/1.jpg)
2016/11/8
1
Learning Analytics Center, Kyushu University, Japan
Research on effective practices of mobile learning
Hiroaki Ogata
![Page 2: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/2.jpg)
2016/11/8
2
1Learning Analytics Center, Kyushu University, Japan
![Page 3: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/3.jpg)
2016/11/8
3
2Learning Analytics Center, Kyushu University, Japan
Self‐introduction
Hiroaki Ogata (緒⽅ 広明) Distinguished Professor, Kyushu UniversityMobile and Ubiquitous Learning, CSCL,Learning Analytics
Over 300 Journal (including SSCI) and internationalconference papers.
Several paper awards and keynote speeches Associate editor of IEEE Trans. on LearningTechnologies (SSCI), IJCSCL (SSCI), etc.
Executive member of APSCE, IamLearn and SOLAR.
![Page 4: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/4.jpg)
2016/11/8
4
3Learning Analytics Center, Kyushu University, Japan
九州⼤学(Kyushu University)
19,000 students 8,000 faculty staff BYOD(Bring Your Own Devices)
Wireless Internet access (300 Mbps) in all campus
![Page 5: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/5.jpg)
2016/11/8
5
4Learning Analytics Center, Kyushu University, Japan
Part 1: Mobile Learning in the context of Language Learning
Part 2: Mobile Learning Analytics in University Education
![Page 6: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/6.jpg)
2016/11/8
6
5Learning Analytics Center, Kyushu University, Japan
How many of you have Smartphone?
![Page 7: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/7.jpg)
2016/11/8
7
6Learning Analytics Center, Kyushu University, Japan
How many of you are using Smartphonefor learning or education?
![Page 8: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/8.jpg)
2016/11/8
8
7Learning Analytics Center, Kyushu University, JapanBack to learning in the real world !
not only enables learning at anytime and any place but also provides the right information at the right timeat the right place in the right way.
Mobile Learning
![Page 9: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/9.jpg)
2016/11/8
9
8Learning Analytics Center, Kyushu University, Japan
Examples
![Page 10: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/10.jpg)
2016/11/8
10
9Learning Analytics Center, Kyushu University, Japan
Our research (1) Japanese language learning Provide a quiz and task in the certain place usingGPS.
Ogata, et al : LOCH: Supporting Mobile Language Learning Outside Classrooms, International Journal of Mobile Learning and Organisation, Vol. 2, No.3, pp.271-282 (2008)
![Page 11: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/11.jpg)
2016/11/8
11
10Learning Analytics Center, Kyushu University, Japan
Ubiquitous Language Learning room(2)
RFID tag
CD boomboxCDラジカセ
Where is the microwave?
Microwave電子レンジ
Learner
PDA
Ogata, et al, Computer Supported Ubiquitous Learning Environment for Vocabulary Learning, International Journal of Learning Technology, Vol.5, No.1, pp.5-24, 2010.
![Page 12: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/12.jpg)
2016/11/8
12
11Learning Analytics Center, Kyushu University, Japan
Input:食べる
Name: YGrade: M2Age: 24
Name: ZGrade: UGAge: 22
Name: XGrade:M1Age: 25
Formal
Overview of Japanese Polite Exp. Learning
召し上がる.
くう.
RFID tag
![Page 13: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/13.jpg)
2016/11/8
13
12Learning Analytics Center, Kyushu University, Japan
JAMIOLAS with sensors (3)屋内 屋外
ぬくぬく さむざむ
センサSensors
Cold outdoorWarm room
NukuNuku SamuZamu
Ogata, et al, JAMIOLAS2: Supporting Japanese Mimetic Words and Onomatopoeia Learning with Wireless Sensor Networks for Overseas Students, International Journal of Mobile Learning and Organisation, (in press)
![Page 14: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/14.jpg)
2016/11/8
14
13Learning Analytics Center, Kyushu University, Japan
Our research project(4) Linking video and physical objects Ex, PC assembling, cooking
![Page 15: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/15.jpg)
2016/11/8
15
14Learning Analytics Center, Kyushu University, Japan
SCROLL
System for Capturing and Reusing Learning Logs Scroll is used for writing a history.
![Page 16: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/16.jpg)
2016/11/8
16
15Learning Analytics Center, Kyushu University, Japan
Example of learning log
Originally, learning log is definedas a record of Children’s learning process (1990s).
Overseas students has a memo for learning Japanese language to write what they learned in the daily life.
It is difficult to find some appropriate notes immediately when needed.
It is also hard to share the notes with others,because they bring it back to their home country.
Lifelog technology to capture learning experiences
![Page 17: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/17.jpg)
2016/11/8
17
16Learning Analytics Center, Kyushu University, Japan
What is lifelog?
Lifelog is a record ofa whole life.
Idea was in 65 years ago.Vannevar Bush.As we may think.The Atlantic Monthly,Vol.176, No.1,pp.101–108,1945.
Now, web log, moblog, twitter
![Page 18: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/18.jpg)
2016/11/8
18
17Learning Analytics Center, Kyushu University, Japan
Current research
MyLifeBitsMicrosoft research in UK since 2001 SenseCam, fish‐eye camera is built in. internal sensor is triggered by a change intemperature, movement, or lighting.
Aiding serious cognitive memory loss http://www.viconrevue.com/
![Page 19: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/19.jpg)
2016/11/8
19
18Learning Analytics Center, Kyushu University, Japan
Life Log using video
Record a video for 16 hours a day and 70 years
1TB (1000 GB) HDD= ~50 USD => 550USD (11TB)But a problem is … We need another 70 years to watch a life log. We have to develop effective indexing and retrieval methods.
Video quality Bit rate Size for 70 yearsMobile TV phone 64 Kbps 11 T bytesVideo CD 1 Mbps 183 T bytesBroadcasting 4 Mbps 736 T bytes
Hori and Aizawa, Context‐based video retrieval system for the life‐log applications,Proc. of ACM SIGMM, int’nl WS on Multimedia information retrieval, pp.31‐38, 2003.
![Page 20: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/20.jpg)
2016/11/8
20
19Learning Analytics Center, Kyushu University, Japan
Lifelogging apps for Android, iPhone Evernote 3banana
![Page 21: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/21.jpg)
2016/11/8
21
20Learning Analytics Center, Kyushu University, Japan
http://ll.artsci.kyushu‐u.ac.jp
![Page 22: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/22.jpg)
2016/11/8
22
21Learning Analytics Center, Kyushu University, Japan
Features of SCROLL
– Record a LL by photo, video and text with thelocation and time.Those information is a clue to recall thelearning experience and the context.
– Share your LL with other users.– Generate personalized quizzes from thestored LLs according to the learner’s locationand time.
– Analyze the past ULL using the time map.
![Page 23: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/23.jpg)
2016/11/8
23
22Learning Analytics Center, Kyushu University, Japan
LORE model for “learning by logging”
Log
Organize
Recall
Evaluate SCROLL
“Lore” means knowledge that is not written down but is passed from person to person.
Simple method for data capture
Knowledge organization
Context-aware, personalization
Learning analytics
![Page 24: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/24.jpg)
2016/11/8
24
23Learning Analytics Center, Kyushu University, Japan
Log
Organize
Reuse
Evaluate SCROLL
![Page 25: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/25.jpg)
2016/11/8
25
24Learning Analytics Center, Kyushu University, Japan
Log
Active logging
Capturing when the user learns a new word. Capturing when the user has been taught.Example: what is the name of this flower in Japanese?
![Page 26: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/26.jpg)
2016/11/8
26
25Learning Analytics Center, Kyushu University, Japan
Add new learning log
PhotoVideoLocationTime
![Page 27: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/27.jpg)
2016/11/8
27
26Learning Analytics Center, Kyushu University, Japan
Log
Passive logging
Capturing everything by using a lifelog camera
![Page 28: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/28.jpg)
2016/11/8
28
27Learning Analytics Center, Kyushu University, Japan
Filtering
Recommend Letters Face
Unrecommend Unfocused Dark Similar
![Page 29: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/29.jpg)
2016/11/8
29
28Learning Analytics Center, Kyushu University, Japan
Similar photos
Similar learning logs
![Page 30: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/30.jpg)
2016/11/8
30
29Learning Analytics Center, Kyushu University, Japan
Single user’s learning logs
Now1 month ago
1 year ago
3 years ago
Show the user’s past learning logs
![Page 31: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/31.jpg)
2016/11/8
31
30Learning Analytics Center, Kyushu University, Japan
Multiple users’ learning logs
Now
1 month ago
1 year ago
3 years ago
User A
User B
User C
![Page 32: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/32.jpg)
2016/11/8
32
31Learning Analytics Center, Kyushu University, Japan
Log
Organize
Reuse
Evaluate SCROLL
![Page 33: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/33.jpg)
2016/11/8
33
32Learning Analytics Center, Kyushu University, Japan
Organized by tag, time, location, etc.
![Page 34: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/34.jpg)
2016/11/8
34
33Learning Analytics Center, Kyushu University, Japan
Log
Organize
Reuse
Evaluate SCROLL
![Page 35: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/35.jpg)
2016/11/8
35
34Learning Analytics Center, Kyushu University, Japan
How to reuse learning logs
Provide personalized quizzes that are automaticallygenerated by the stored learning logs.– (1)Context‐dependent quiz– (2)Context‐independent quiz
Recommend the past learning log that can beexperienced by the user
![Page 36: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/36.jpg)
2016/11/8
36
35Learning Analytics Center, Kyushu University, Japan
Example of quiz
![Page 37: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/37.jpg)
2016/11/8
37
36Learning Analytics Center, Kyushu University, Japan
Cognitive and brain sciences
Encoding specificity, Tulving, E. (1983). Picture superiority, Paivio, A. and Kalman, C. (1972). Spaced repetition, Pimsleur, P. (1967). Active recall
![Page 38: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/38.jpg)
2016/11/8
38
37Learning Analytics Center, Kyushu University, Japan
Recommend learning logs
Make the user be aware of past ULL around the user.
N
S
WE
![Page 39: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/39.jpg)
2016/11/8
39
38Learning Analytics Center, Kyushu University, Japan
Log
Organize
Reuse
Evaluate SCROLL
![Page 40: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/40.jpg)
2016/11/8
40
39Learning Analytics Center, Kyushu University, Japan
![Page 41: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/41.jpg)
2016/11/8
41
40Learning Analytics Center, Kyushu University, Japan
Three-layered graph in SCROLL
user
knowledge
Time‐place
![Page 42: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/42.jpg)
2016/11/8
42
41Learning Analytics Center, Kyushu University, Japan
Analysis in the same layer
1. User layer:The users who have many links are very active in the certain area, if not, they are not active in there.
2. Knowledge layer:The knowledge that has many links is important because it can be fundamental in the certain area.
3. Time‐and location layer:The location that that has many links is important because users can learn much knowledge there.
More things can be revealed by analyzing the links between two layers.
![Page 43: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/43.jpg)
2016/11/8
43
42Learning Analytics Center, Kyushu University, Japan
From the links between users and knowledge,the users who have many links may have many knowledge and the knowledge that have many links is important and essentialto for the learners.
user
knowledge
![Page 44: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/44.jpg)
2016/11/8
44
43Learning Analytics Center, Kyushu University, Japan
knowledge
From the links between knowledge and time‐location,the knowledge that have many links is very important because the knowledge can be applied in many locations; and the location that have many links is very important because the users can learn much knowledge at the location.
Time and location
![Page 45: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/45.jpg)
2016/11/8
45
44Learning Analytics Center, Kyushu University, Japan
From the links between users and time‐location,the users who have many links may have learned many knowledge in certain areas, and the location that have many links is important and essentialto for the learners in the certain location.
![Page 46: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/46.jpg)
2016/11/8
46
45Learning Analytics Center, Kyushu University, Japan
Layout Visualizing ubiquitous learning logs
Where
WhenWhat
Who
![Page 47: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/47.jpg)
2016/11/8
47
46Learning Analytics Center, Kyushu University, Japan
![Page 48: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/48.jpg)
2016/11/8
48
47Learning Analytics Center, Kyushu University, Japan
Theories that support SCROLL
![Page 49: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/49.jpg)
2016/11/8
49
48Learning Analytics Center, Kyushu University, Japan
Forgetting speed Forget 56% after one hour Forget 73% after one day Forget 80% after one month
http://www.ultimatelanguagesecrets.com/
![Page 50: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/50.jpg)
2016/11/8
50
49Learning Analytics Center, Kyushu University, Japan
Spaced repetition
We are forgetting quickly, but recalling past ULLOseveryday is not a good idea.
The efficient repetition intervals were proposed: 5 s, 25 s, 2 m, 10 m, 1 h, 5 h, 1 day, 5 days, 25 days,4 months, 2 years.
Software: SuperMemo, Mnemosyne, Anki, Smart‐fm,Skiritter, Winflash
Pimsleur, Paul (1967). A memory schedule, The Modern Language Journal, 51 (2): pp. 73–75.
![Page 51: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/51.jpg)
2016/11/8
51
50Learning Analytics Center, Kyushu University, Japan
Encoding specificity
When you store something in memory, the memory isnot just of the item being stored but also of thecontext in which the memory occurred. Recall thusmay be triggered by elements of the context beingpresent.
Thus, SCROLL recommends ULL when you are in thesame context and the location.
Tulving, E. (1983). Elements of episodic memory. Oxford: Oxford University Press
If you want something in downstairs…
If you go back to upstairs again,you remember…
![Page 52: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/52.jpg)
2016/11/8
52
51Learning Analytics Center, Kyushu University, Japan
Types of long‐term memory
Procedural (implicit) memory like bicycle‐riding skill. Declarative (explicit) memoryepisodic memory and semantic memory.
Episodic memory is retrieved by time, location,contextual knowledge, and associated emotions.
Thus, SCROLL stores ULLOsassociate with the contextual info,and it enables to retrieve themby the contextual info.
Carolyn K. Rovee-Collier, Harlene Hayne, Michael Colombo, The development of implicit and explicit memory. 2001.
Episode
Semantic
Procedural
Easy to recall
![Page 53: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/53.jpg)
2016/11/8
53
52Learning Analytics Center, Kyushu University, Japan
Picture superiority effect
Concepts are much more likely to be rememberedexperientially if they are presented as picturesrather than as words.
Thus, SCROLL shows pictures to recall ULLO. Nelson, D.L., Reed, U.S., & Walling, J.R. (1976).Pictorial superiority effect. Journal of ExperimentalPsychology: Human Learning & Memory, 2, 523‐528.
![Page 54: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/54.jpg)
2016/11/8
54
53Learning Analytics Center, Kyushu University, Japan
Recall method
Passive recallReview learning materials passively like reading andwatching.
Active recallActively recall a memory by answer a question.More efficient for stimulate long‐term memory.
Thus, SCROLL provides quizzes which are generatedby past ULLOs.
![Page 55: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/55.jpg)
2016/11/8
55
54Learning Analytics Center, Kyushu University, Japan
An application of SCROLL
![Page 56: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/56.jpg)
2016/11/8
56
55Learning Analytics Center, Kyushu University, Japan
Seamless Learning
Learning with entwinement between in-class andoutside-class learned knowledge
![Page 57: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/57.jpg)
2016/11/8
57
56Learning Analytics Center, Kyushu University, Japan
Seamless Learning
In-class
CALL
handhelds
Watching DVD at home Reading in
the trainReading at cafe
SCROLL
Link Outside-class
Learning with entwinement between in-class andoutside-class learned knowledge
Sharing contexts is important!
![Page 58: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/58.jpg)
2016/11/8
58
57Learning Analytics Center, Kyushu University, Japan
‘subject to …’ ~に制約される、~を免れない 使服从, 使遭受
– All visitors and packages are subject toelectronic scan.滞在者と荷物全部にスキャンをかけることに
なっています。
– This agreement shall be subject to the laws of Japan.本契約は日本国の法律に従うものとする。
– The terms of your account are subject to change.口座の条件は変わることがあります。
Frequency of occurrence encourages incidental vocabulary learning and reappearance of a word reinforces the form‐meaning connection in the learner’s mental lexicon (Hulstijn, 1996).
Learn from contexts
![Page 59: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/59.jpg)
2016/11/8
59
58Learning Analytics Center, Kyushu University, Japan
Link student’s learning with others
Same or related vocabulary and idioms are linked!
SMALL System
![Page 60: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/60.jpg)
2016/11/8
60
59Learning Analytics Center, Kyushu University, Japan
Linking in‐class words and out‐class ones
![Page 61: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/61.jpg)
2016/11/8
61
60Learning Analytics Center, Kyushu University, Japan
Part 2: Mobile Learning Analytics
![Page 62: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/62.jpg)
2016/11/8
62
61Learning Analytics Center, Kyushu University, Japan
S
School
Society
Systems
Contents
LearnerTeacherLearning &teachingprocesses
Conceptual framework for educational systems
To understand and enhance teaching and learning process is the core of educational researches.
![Page 63: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/63.jpg)
2016/11/8
63
62Learning Analytics Center, Kyushu University, Japan
What is Learning Analytics?
the measurement, collection, analysis andreporting of data about learners and theircontexts, for purposes of understanding and optimizinglearning and the environments in which itoccurs.(SOLAR web page)
![Page 64: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/64.jpg)
2016/11/8
64
63Learning Analytics Center, Kyushu University, Japan
e‐Book project in Kyushu Univ.
Since April 2014, Kyushu University has started a new curriculum to educate “active learner”
for the first‐year students (2700+ students) and for 200+ subjects.
All the teachers materials (ppt/pdf) are provided by e‐books system, called BookLooper.
The system records the user’s activities such as“next page”, “previous page”, “underline”,“comment”.
The logs are integrated with other systems’ logs such as Moodle and Mahara, and analyzed in order to improve learning and teaching.
![Page 65: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/65.jpg)
2016/11/8
65
64Learning Analytics Center, Kyushu University, Japan
e-learning/e-portfolio
Educational Big Data project
Digital text
15
状態
0 1
授業回 14
BYOD in KU (2013〜)M2B system for 19,000 (2015〜)180,000 log data / day8,000,000 log data in total
![Page 66: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/66.jpg)
2016/11/8
66
65Learning Analytics Center, Kyushu University, Japan
Video
![Page 67: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/67.jpg)
2016/11/8
67
66Learning Analytics Center, Kyushu University, Japan
Characteristics of e‐book1. Paper‐less and light weight:
No need to bring several heavy books.2. Searchable:
Find keywords across e‐books.3. Interactive:
Quiz, Simulation, Link to web and videoAugmented reality
4. Personalized︓Contents can be adaptable and adaptive to the user.
5. Traceable:All the learning process is recorded and replayed.
![Page 68: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/68.jpg)
2016/11/8
68
67Learning Analytics Center, Kyushu University, Japan
Educational Big Data Project in Kyushu Univ.
![Page 69: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/69.jpg)
2016/11/8
69
68Learning Analytics Center, Kyushu University, Japan
M2B(Mitsuba) Learning Support System
① Moodle: e-Learning system (E/J)Attendance, assignment management, BBS, survey, etc.
② Mahara: e-portfolio system (E/J)Diaries, reflection, information sharing
③ BookLooper: e-textbook management system(J)Sharing and distributing learning materials.
![Page 70: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/70.jpg)
2016/11/8
70
69Learning Analytics Center, Kyushu University, Japan
Fact data
Semester Students Staff Moodle Mahara BookLooper
2015 1st 2,687 10,490 206 courses 866 diaries 132 files
2015 2nd 19,293 10,490 112 courses 302 diaries 95 files
2016 1st 19,293 10,490 712 courses 86 courses 105 files
![Page 71: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/71.jpg)
2016/11/8
71
70Learning Analytics Center, Kyushu University, Japan
http://moodle.kyushu-u.ac.jp
e-Learning system
![Page 72: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/72.jpg)
2016/11/8
72
71Learning Analytics Center, Kyushu University, Japan
Teaching portfolio (TP) for teachers Learning portfolio (LP) for students
e-Portfolio system
You can combine LP and TP for improving your course.
![Page 73: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/73.jpg)
2016/11/8
73
72Learning Analytics Center, Kyushu University, Japan
e-Textbook management system 5
• Professors provide their slides (ppt/pdf) to BookLooper.• Students read them by using BookLooper in their PC,
smartphones. • All the action logs are stored.
download
Book shelf
Book store
![Page 74: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/74.jpg)
2016/11/8
74
73Learning Analytics Center, Kyushu University, Japan
53.93%
10.49%0.02%
0.03%0.22%0.19%
13.71%
1.02%20.39%
April 1st, 2015 – Dec 24, 2015
ページめくりコンテンツOPEN
キーワードブックマークマーカーメモ拡⼤・縮⼩ジャンプ機能その他
Distribution of BookLooper activity logs
(54%)(10%)
(14%)
0.46%
(1%)(20%)
Flip a pageOpen a contentKeyword searchBookmarkUnderlineMemoZoom in/outJumpOthers
![Page 75: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/75.jpg)
2016/11/8
75
74Learning Analytics Center, Kyushu University, Japan
Preparation
Reflection
Overview
Course design
CourseImprovement
Syllabus, learning materials, exercises,assignments, examinations
workshop
M2B system・e-portfolio logs・e-learning logs・e-Book logs Learning advisorLA
Professors Students
Storing logs
Teaching advisor
Consulting
LA
![Page 76: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/76.jpg)
2016/11/8
76
75Learning Analytics Center, Kyushu University, Japan
![Page 77: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/77.jpg)
2016/11/8
77
76Learning Analytics Center, Kyushu University, Japan
成果5
成果6Discover rules to predict final
score
⇒Predict the score from the first four lectures
If students make preview more than 5 minutes in the first four lectures ⇒ 100% of them will get grade A
If students make preview less than 5 minutes in the first four lectures ⇒ 93.8% of them cannot get grade A.
Integrate with Moodle
⇒Link BookLooper from Moodle and show data using Moodle
plugin
![Page 78: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/78.jpg)
2016/11/8
78
77Learning Analytics Center, Kyushu University, Japan
1244
5.20
8132
.73
7340
.80
1028
7.17
5541
.17
7842
.06
7909
.83
B L予習・復習
中間・期末も成績がA判定だった中間・期末も成績がB判定だった中間・期末も成績がC、D判定だった中間→期末にA判定に成績が上がった (例︓D→A)中間→期末にB、C判定に成績が上がった (例︓D→B)中間→期末にB判定以下に成績が下がった (例︓A→D)全体の平均
閲覧
時間
Relation between the preview group and score
⇒the preview group got betterscore than the average.
Relation between the preview time and score up/down
⇒Up-score group made a longerpreview than the others.
![Page 79: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/79.jpg)
2016/11/8
79
78Learning Analytics Center, Kyushu University, Japan
Visualization of e-book reading
⇒3D Cubic Gantt Chart
Visualization of e-book reading
⇒page transition graph
廣川
中村・岡⽥
![Page 80: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/80.jpg)
2016/11/8
80
79Learning Analytics Center, Kyushu University, Japan
Real time data analysis
Student
Teacher
Time
Page
![Page 81: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/81.jpg)
2016/11/8
81
80Learning Analytics Center, Kyushu University, Japan
Ontological support for e-book reading
⇒Support teacher to knowstudents knowledge and
support studentsʼ knowledge construction
Slide summarization
⇒Automatically generate 3or 5 minute slide from full
slides for 90 minutes
王
島⽥
![Page 82: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/82.jpg)
2016/11/8
82
81Learning Analytics Center, Kyushu University, Japan
Visualization of e-book reading patterns
⇒start to read one weekbefore the lecture and read it
every one week
Score prediction by e-book and Moodle activities
15
状態
0 1 授業回 14
⼤久保
⼤井
![Page 83: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/83.jpg)
2016/11/8
83
82Learning Analytics Center, Kyushu University, Japan
Slide summarization
⇒ for preview and review
Real-time grouping
Based on BoolLooper logs
Kojima
Shimada
![Page 84: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/84.jpg)
2016/11/8
84
83Learning Analytics Center, Kyushu University, Japan
teacher
students
Active learner dashboard
![Page 85: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/85.jpg)
2016/11/8
85
84Learning Analytics Center, Kyushu University, Japan
BookLooper report
Learning Analytics Center, Kyushu U i it J
![Page 86: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/86.jpg)
2016/11/8
86
85Learning Analytics Center, Kyushu University, Japan
Mahara report
![Page 87: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/87.jpg)
2016/11/8
87
86Learning Analytics Center, Kyushu University, Japan
Learning Analytics Center
http://lac.kyushu‐u.ac.jp
![Page 88: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/88.jpg)
2016/11/8
88
87Learning Analytics Center, Kyushu University, Japan
Members 21 Faculty staff and 5 technical staff
![Page 89: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/89.jpg)
2016/11/8
89
88Learning Analytics Center, Kyushu University, Japan
Research grantsGrant name 2015 2016
Grant‐in‐Aid for Scientific Research (S)(2016〜2020: 140,900,000 JPY) ー 38,800,000 JPY
NICT Research grant(2014〜2017: 140,000,000 JPY) 50,000,000JPY 30,000,000 JPY
Grant‐in‐Aid for Scientific Research (B)(2013〜2016: 13,200,000 JPY) 4,300,000JPY (Switch to (S))
Grant‐in‐Aid for Challenging Exploratory Research(2015〜2017: 2,800,000 JPY)
900,000JPY 1,000,000 JPY
JST PRESTO(2015〜2019: 39,500,000 JPY) 6,100,000 JPY 12,000,000 JPY
Grant‐in‐Aid for Scientific Research on Innovative Areas(2016〜2017: 8,400,000 JPY)
4,100,000 JPY 4,300,000 JPY
![Page 90: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/90.jpg)
2016/11/8
90
89Learning Analytics Center, Kyushu University, Japan
Seamless support
K12
Univ.
OJT
Formal
Cram schoolsLibraryHomework
MuseumsAbroad
MOOCs
Self-learning
M2B System (NICT)EDB analytics
SCROLL (JST PRESTO)Context-aware learningPrevious research
Educational Data Science
Informal
![Page 91: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/91.jpg)
2016/11/8
91
90Learning Analytics Center, Kyushu University, Japan
Research areas
Computer Science Data engineering
Cognitive science
Neuro‐Science
EducationPsychology
Management and analysis for Educational big data
Pedagogy for digital learning / teaching New theory by educational big data
Learning styles Learner models
Educational technology Ergonomics・AI
Learning sciences
Educational data science
![Page 92: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/92.jpg)
2016/11/8
92
91Learning Analytics Center, Kyushu University, Japan
Item Previous research This researchImprovement of education and educational materials
Based on teacherʼs experiences and subjectivity
Based on analysis of EBD (educational big data)-> objective
Evaluation of students and teachers
Based on Examination and questionnaire
Based on analysis of learning and teaching process
Lecture style Based on the curriculum(pre-planned) Based on EBD (adaptive)
Researchmethod
Based on questionnaire, observation, and examination
Based on EBD
Originality of this research
→Toward e‐Science and Open‐Science based on EDB
![Page 93: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/93.jpg)
2016/11/8
93
92Learning Analytics Center, Kyushu University, Japan
Connecting DOTs
![Page 94: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/94.jpg)
2016/11/8
94
93Learning Analytics Center, Kyushu University, Japan
Speech to the graduates of Stanford University in 2005
https://www.youtube.com/watch?v=D1R-jKKp3NA
![Page 95: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/95.jpg)
2016/11/8
95
94Learning Analytics Center, Kyushu University, Japan
![Page 96: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/96.jpg)
2016/11/8
96
95Learning Analytics Center, Kyushu University, Japan
My Message
A dot means your learning logs (learning experiences), what you learned before.
It is very important to record, connect and analyze your dots.
Connecting dots is also very important to re‐think your past learning, to improve your learning, and to create a new idea for the future.
![Page 97: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/97.jpg)
2016/11/8
97
96Learning Analytics Center, Kyushu University, Japan
Conclusions
Educational data science based on learning analytics of educational big data
Connecting dots
Improve teaching and learning
Learning Analytics Center, Kyushu University, Japan 20
![Page 98: Research on effective practices of mobile learning](https://reader031.fdocuments.in/reader031/viewer/2022012100/6169e8d311a7b741a34cb628/html5/thumbnails/98.jpg)
2016/11/8
98
97Learning Analytics Center, Kyushu University, Japan
Thank you!