Designing a Mediation Vocabulary for Authoring Learning Analytics

Patricia Charlton, Sokratis Karkalas, Manolis Mavrikis

2015

Abstract

This paper provides a knowledge representation process for authoring of learning experiences that capture feedback designed in the context of learning environments. The paper reports on a year long study with designers who are creating mathematical teaching and learning resources as part of an EU project (M C Squared). In this paper we examine the knowledge representation process we used in design and creation of a mediation vocabulary. The model to be designed has to provide different layers of ‘knowledge integration’ and thus offers insights into the importance of knowledge mediation in the emergence of new learning environments and experiences. Hence, authoring of designs and feedback through use of ontologies to form part of the annotating of the learning activities. The annotations form part of the context to be used as part of the learning analytics.

References

  1. Bokhove, C., Jones, K., Charlton, P., Mavrikis, M. and Geraniou, E., (2014). Authoring your own creative, electronic book for mathematics: the MC-squared project. In, Keith Jones, Christian Bokhove, Geoffrey Howson and Lianghuo Fan (eds.). Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton, GB, University of Southampton, 547- 552.
  2. Charlton, P., Manolis, M, Katsifili. D., 2013. “The Potential of Leaning Analytics and Big data”, in Adriane, 2013,
  3. Charlton P., Magoulas G., Laurillard, D., 2012. Enabling Creative Learning Design through Semantic Web Technologies, Journal of Technology, Pedagogy and Education July 2012.
  4. deGroot, A. D., 1965 Thought and Choice in Chess. The Hague, the Netherlands: Mouton. 1969 Methodology: Foundations of Inference and Research in the Behavioral Sciences. New York and the Hague, the Netherlands: Mouton.
  5. Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, D. Keegan, and B. Holmberg (Eds.), Distance education: International perspectives (pp. 114-122). London: Croom Helm.
  6. Jonassen, D. H., Thinking technology: Toward a constructivist design model, Educational Technology, 34(2), 34-37, 1994.
  7. Karkalas, S., Bokhove, C., Charlton, P., & Mavrikis, M. (2015, June). Towards Configurable Learning Analytics for Constructionist Mathematical e-Books. In AIED (Vol. 2015).
  8. LAK (2011) Learning Analytics and Knowledge, 1http://solaresearch.org/
  9. Laurillard, D., Charlton, P., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., Masterman, E., Pujadas, R., Whitley, E.A., & Whittlestone, K. (2013) A constructionist learning environment for teachers to model learning designs. JCAL.
  10. Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, and B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129-145). Rotterdam, the Netherlands: Sense Publishers.
  11. Merrill, M. D. Instructional Design Theory, Englewood Cliffs, NJ, Educational Technology Publication, 1994..
  12. Mizoguchi, R., and Bourdeau, J Using ontological engineering to overcome common AI-ED problems. International Journal of Artificial Intelligence in Education, 11, 107-121, 2000.Paradigm of Instructional Theory, vol. II., Mahwah, NJ, Lawrence Erlbaum Associates, 1999.
  13. Oliver, R., Harper, B., Hedberg, J., Wills, S. and Agostinho, S., Formalising the description of learning designs. In A. Goody, J. Herrington and M. Northcote (Eds), Quality conversations: Research and Development in Higher Education, vol. 25, Jamison, ACT, HERDSA, 2002.
  14. Reigeluth, C. M.. What is Instructional-Design Theory and How Is It Changing? In C.M. Reigeluth (Ed), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, vol. II., Mahwah, NJ, Lawrence Erlbaum Associates, 1999.
  15. Wenger Etienne, Trayner Beverly, de Laat Maarten (2008) Promoting and assessing value creation in communities and networks: a conceptual framework http://wengertrayner.com/documents/Wenger_Trayner_DeLaat_Val ue_creation.pdf.
  16. Ruthven, K. (2008). Mathematical technologies as a vehicle for intuition and experiment: A foundational theme of the International Commission on Mathematical Instruction, and a continuing preoccupation. International Journal for the History of Mathematics Education, 3(2), 91-102.
  17. Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 3, 75-80.
Download


Paper Citation


in Harvard Style

Charlton P., Karkalas S. and Mavrikis M. (2015). Designing a Mediation Vocabulary for Authoring Learning Analytics . In Proceedings of the 7th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 2: KEOD, (IC3K 2015) ISBN 978-989-758-158-8, pages 223-230. DOI: 10.5220/0005598702230230


in Bibtex Style

@conference{keod15,
author={Patricia Charlton and Sokratis Karkalas and Manolis Mavrikis},
title={Designing a Mediation Vocabulary for Authoring Learning Analytics},
booktitle={Proceedings of the 7th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 2: KEOD, (IC3K 2015)},
year={2015},
pages={223-230},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005598702230230},
isbn={978-989-758-158-8},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 7th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 2: KEOD, (IC3K 2015)
TI - Designing a Mediation Vocabulary for Authoring Learning Analytics
SN - 978-989-758-158-8
AU - Charlton P.
AU - Karkalas S.
AU - Mavrikis M.
PY - 2015
SP - 223
EP - 230
DO - 10.5220/0005598702230230