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Student Behavior When Learning From on-line Video Learning Resources

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C辿sar C坦rcoles
C辿sar C坦rcoles

The document discusses analyzing student behavior when learning from online video resources. It aims to detect students who spontaneously self-explain concepts well through a learning analytics solution. Different student viewing patterns were identified, including students who watch segments repeatedly ("rewinders"), skip around ("skippers"), and browse away from the video. More data from different types of videos is needed to better understand behaviors. Automating and improving the data collection and reporting would help leverage the insights to act on expected and unexpected viewing patterns.

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Student Behavior When Learning From on-line Video Learning Resources eMath 7th International Workshop on Mathematcis eLearning June 9th, 2015 Porto
The most exciting phrase to hear in science, the one that heralds the most discoveries, is not "Eureka!" (I found it!) but "That's funny..." Isaac Asimov Student Behavior When Learning From on-line Video Learning Resources
What we were trying to do To transfer self-explanations Context: Multimedia learning principles The worked-out example effect The self-explanation principle (Mayer, Moreno, Chi, Renkl...) We need to detect the good spontaneous self-explainers not an easy task! The need for a learning analytics solution. (Alternatives: Guo, Kim et al., Chorianopoulos even Microsoft) Student Behavior When Learning From on-line Video Learning Resources
Foto o grfic o enlla巽 Student Behavior When Learning From on-line Video Learning Resources
The boring ones Student Behavior When Learning From on-line Video Learning Resources
M.I.A. Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
?! Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Yes, it can be complicated... Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Segment by segment Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Segment by segment Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Skipper Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Skippers Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Rewinders Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
Rewinders Foto o gr叩fico C辿sar C坦rcoles Student Behavior When Learning From on-line Video Learning Resources
Browsers Foto o gr叩fico C辿sar C坦rcoles Student Behavior When Learning From on-line Video Learning Resources
What remains to be done? An awful lot! To gather more data from more videos of more different types (volunteers?) To automate and improve data gathering and reporting (one final project, some minimal financing, institutional interest) To act on detected expected (and unexpected!) behaviors To leverage the technology. An infinite array of possibilities Student Behavior When Learning From on-line Video Learning Resources
Thank you! Obrigado! 臓Gracias! Grcies! C辿sar C坦rcoles http://teking.uoc.edu ccorcoles@uoc.edu Student Behavior When Learning From on-line Video Learning Resources

More Related Content

Student Behavior When Learning From on-line Video Learning Resources

  • 1. Student Behavior When Learning From on-line Video Learning Resources eMath 7th International Workshop on Mathematcis eLearning June 9th, 2015 Porto
  • 2. The most exciting phrase to hear in science, the one that heralds the most discoveries, is not "Eureka!" (I found it!) but "That's funny..." Isaac Asimov Student Behavior When Learning From on-line Video Learning Resources
  • 3. What we were trying to do To transfer self-explanations Context: Multimedia learning principles The worked-out example effect The self-explanation principle (Mayer, Moreno, Chi, Renkl...) We need to detect the good spontaneous self-explainers not an easy task! The need for a learning analytics solution. (Alternatives: Guo, Kim et al., Chorianopoulos even Microsoft) Student Behavior When Learning From on-line Video Learning Resources
  • 4. Foto o grfic o enlla巽 Student Behavior When Learning From on-line Video Learning Resources
  • 5. The boring ones Student Behavior When Learning From on-line Video Learning Resources
  • 6. M.I.A. Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 7. ?! Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 8. Yes, it can be complicated... Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 9. Segment by segment Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 10. Segment by segment Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 11. Skipper Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 12. Skippers Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 13. Rewinders Foto o gr叩fico Student Behavior When Learning From on-line Video Learning Resources
  • 14. Rewinders Foto o gr叩fico C辿sar C坦rcoles Student Behavior When Learning From on-line Video Learning Resources
  • 15. Browsers Foto o gr叩fico C辿sar C坦rcoles Student Behavior When Learning From on-line Video Learning Resources
  • 16. What remains to be done? An awful lot! To gather more data from more videos of more different types (volunteers?) To automate and improve data gathering and reporting (one final project, some minimal financing, institutional interest) To act on detected expected (and unexpected!) behaviors To leverage the technology. An infinite array of possibilities Student Behavior When Learning From on-line Video Learning Resources
  • 17. Thank you! Obrigado! 臓Gracias! Grcies! C辿sar C坦rcoles http://teking.uoc.edu ccorcoles@uoc.edu Student Behavior When Learning From on-line Video Learning Resources

Editor's Notes

  1. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  2. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  3. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  4. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  5. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  6. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo
  7. Lestudiant segueix amb aquest patr坦 fins arribar a 290, veu deu segons, salta amb el mateix patr坦 fins a 516, veu dos minuts i mig, fa una pausa de 30 segons i segueix amb aquest segon patr坦 fins al final del v鱈deo