http://www.cite.hku.hk/news.php?id=501&category=cite

1. HK EXPERIENCE
Applying Learning Analytics to Understand Learning in Action
1

2. Two studies
• Study 1:
– Visualizing students’ engagement in secondary
school independent enquiry study (IES)
• Study 2:
– Investigating primary school students’ learning
outcome in life-value education

3. Both Under Development
• Study 1:
– Year long activities, e.g. IES – Independent
Enquiry Study
• Individual students
• The same process
• Comparable participation
• Study 2:
– Topic module base activities, e.g. online discussion
• Collaborative
• Unequal participation – quantity and quality

4. Visualizing students’ engagement in secondary
school independent enquiry study (IES)
Study 1

5. LMS Platform: iLAP (Moodle)

6. Investigating primary school students’ learning
outcome in life-value education
Study 2

7. Background
• One of ASTRI-CITE-IOE London’s project
schools
• 5 classes of Grade 5 General Studies
• 5 different teachers
• One shared LD developed through co-planning
with CITE team
7

8. Primary 5 General Studies
‘Positive Life’
• Goals of the unit: help students to…
– Adopt positive attitude in the face of pressure and failures
– Set up achievable life goals, and plans to achieve these
goals
– Offer assistance to people in need, adopt positive attitude
towards life issues
• Duration: Two 80 mins long lessons
• Pedagogical Pattern: Contrasting Cases
8

9. Shared LD ‘Positive Life’: 1st Lesson
• Teacher asks students to share their unhappy
matters and discuss how we face our unhappiness.1.1 Investigate
• Teacher plays the video clip of a hidden youth, Ar
Yuen.
1.2 Read Watch
Listen
• Students share their feelings after watching the
video clip and discuss why Ar Yuen was isolated.1.3 Discuss
• Students vote for their most concerned life problems.
• Teacher understands students’ main problems and
discuss how can students tackle the problems
1.4 Investigate
• Students share their own concerned problems and
how they tackle the problems.1.5 Produce
TLAs Extracted Pattern
9

10. Shared LD ‘Positive Life’: 2ndLesson
• Teacher discusses how Ar Yuen overcome his difficulties
finally with students in order to let students know they
can do it as well.
2.1 Investigate
• Teacher plays the video clip of a “Regeneration
warrior”, Siu Kwok Wah .
2.2 Read Watch
Listen
• Each group chooses a regeneration warrior to
study and analyze what difficulties they have and
how they tackle the difficulties.
2.3 Collaborate
• Teacher choose one or two groups of students to
present their works.2.4 Produce
• Students assesses other groups’ works on the
basis of rubrics.2.5 Practice
TLAs Extracted Pattern
10

11. Research Questions
• Are there variations in implementations of the
shared plan between the 5 classes?
• Are there quantitative and qualitative
differences in the outcome and process of the
learning module between classes?
• To what extent would the variations in LD and
differences in outcome be the result of TPC
knowledge and skills of the teachers?
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12. Design & Subjects
• Comparison of the implementation of the
shared learning design by 5 teachers
• The shared learning design was produced by
teacher of 5D
• 2nd year for teachers and students to use ICT
in GS class
12

13. Data collected
• The shared Learning Design
• Transcript of co-planning meeting
• Transcripts of all the actual classes
• Student’s academic background
• Learning process (Quantitative & Qualitative)
– Forum
– Wiki
• Learning outcome (Quantitative & Qualitative)
– Blog Entries
• Post activity teachers and students interviews
13

14. Students’ academic background:
GS Scores
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15. LEARNING OUTCOME
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16. Analyzing Learning Outcome
• Students’ reflections in OUBlog entries, 3 levels:
1. List of ideas learned
– “ 我學到積極面對人生和永不放棄”
2. Be able to relate personal reflections with “Choice”
under difficult situations:
– “我學到：當我們遇到困難時，我們不要退縮，應該積極和勇敢地
面對困難。”
– “學會了只要不放棄，不氣餒,用另一度去想、努力追求夢想, 最後
也能達到終點。”
– “在這個課題,我學到只要遇到困難時,勇敢地面對,不要逃避,保持堅
毅的精神,就可以跨過困難.”
3. Be able to show genuine emotional connections with the
topic
– “我現在有了手和腳但是我現在遇到挫折都己經想放棄了你沒有了
一隻手和一隻腳但是你都己經可以做很多功作例如有煮東西、架
衣服。鄧英蘭有了一隻手和一隻腳但是她可以做了那麼多的工作
所以我要向她學習,我要向她學習的是堅強和不放棄。”
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17. Analyzing Learning outcome
0
5
10
15
20
5A 5C 5D 5E
Levels of reflection in blog entries at end of learning activity
Level 1 Level 2 Level 3
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18. Num of forum posts by students
18

19. Types of posts in forum by students
Simple Agree Question
Simple Disagree Explanation
Feeling Personal Judgment
Non-task Suggestion
Coding Scheme
19

20. Simple Agree, Simple Disagree,
Feeling, Non-task
Simple Agree • “同意”
• “很好你說出了他的事情”
Simple Disagree • “不對”
• “我沒有這些問題出現。”
Feeling • “他很消極,很不想上街。”
• “很慘!“
Non-task • “有沒人”
• “吃LA”
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21. Question, Explanation
Question
• “也沒有做甚麼事,別人為甚麼要傷害
他呢???”
• “what mean”
Explanation
• “阿源受到了很大的挫折由於他的成
績不好,控制不了自己的情緒,情緒變
化很大. 從家庭的角度思考,他不服從
父母的意見.”
• “隱蔽一般是指拒絕社交、參與社會
的心理狀態。日本國立精神神經中
心定義為「由於各種因素，參與社
會活動的機會減少，長期未就學或
工作接觸自家以外的生活空間之狀
態。」”
• "因為他考試不好”
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22. Personal Judgment, Suggestion
Personal Judgment
• “逃避,永遠都無解決既方法!他應該積
極面對”
• “他不應該逃避問題!”
• “逃避是沒有用的應該要積極”
Suggestion
• “ 協助「隱蔽」者「現身」建議方法：
1. 建立安全感，不要強逼青年，讓青
年感到有人陪伴。2. 肯定青年個人強
項，推使重拾自信心及建立成功感。3.
讓青年在安全環境下逐步作出改變。4.
協助建立支援網絡，包括家庭、朋友
等。5. 鼓勵嘗試參與、燃點希望，擴
闊生命視野。6. 提供外界資訊，引發
好奇心。7. 協助青年規劃前路，認清
個人發展方向，提升改變能量。8. 提
供多元化的出路及充分的發展機會。
總協調主任應鳳秀表示︰「要有效協
助隱蔽青年，主要是不要將他們以問
題化的角度去處理，以致急於把他們
拉出社會工”
• “他可以製作一些娱樂”
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23. Types of forum posts contributed by students
in lesson 1
feeling, 95
feeling, 68
26
14
13
simple agree, 36
19
6
21
5
15
explanation, 36
question, 25
5
3
5
2
0 20 40 60 80 100 120 140 160 180 200
5E
5C
5D
5A
5B
L1 forums topics: Hidden youth 隱蔽青年
feeling simple agree simple disagree explanation question personal judgement suggestion
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24. WrapUp TLAs 1.5 & 2.3 : Quality of group wikis
28
10
25
28
17
9 10
22
20
9
0
5
10
15
20
25
30
5A 5B 5C 5D 5E
Number of ideas written by students in group Wiki
L1 Wiki 如何解決 L2 Wiki 再生勇士
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25. A short summary of learning outcome
from iLAP data
• SNA: Suggest different interactions among students
and teacher facilitations in the discourse of the forums
• Quantitative and qualitative differences in forum posts:
Suggest different approaches in introducing and
guiding discussions in the forum
• Num of Wiki edits: Differences in students’ efforts
• Num of ideas in Wiki: Quality of students’ group
reflections
25