Objectives
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Participants are expected to gain the view of how learning analytics can facilitate problem solving assessment and the potential challenges
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The workshop tries to explore how the researchers in learning science and the researchers in learning analytics can work together to create better measures for problem solving
Agenda
This half day workshop will take a participatory approach. The tentative schedule is:
13:30-14:00: Kristin Stoeffler, ACTNext.
Main topic: The importance of construct, interactions, and the problem solving environment in expanding and facilitating opportunities for learning and assessment for 21st century skills
14:00-14:30: Lishan Zhang, Beijing Normal University.
Main topic: Evaluation of the collaboration between teachers and students in an online one-to-one tutoring system
14:30-15:00: Sree Viswanathan, Arizona State University
Main topic: Collaboration detection for a classroom orchestration system
15:00-15:45: Coffee Break and Interactive event
15:45-16:15: Manolis Mavrikis, University College London
Main topic: Use of Feedback According to Students’ Affective State during Problem Solving
16:15-16:45: Song Lai, Beijing Normal University
Main topic: Mining LMS Data to Make Early Prediction of Learning Failure
16:45-17:00: Summary and discussion about collaborative problem solving assessment
ORGANISERS
Lishan Zhang is Research Scientist in Advanced Innovation Center for Future Education, where he leads the project of problem-solving assessment for K12 students, and a Postdoctoral Fellow at Beijing Normal University. He received a Ph.D. in Computer Science from Arizona State University. He has published over 15 peer -reviewed academic papers. His research interests include intelligent tutoring systems, student modelling for personalized learning and educational data mining. He is also the PI for a National Science Foundation of China research project that studies how problem-based learning can be supported by technology.
Baoping Li is a Lecture of Faculty of Education, Beijing Normal University. Her research interests include smart learning environment design and assessment, teacher and students’ perception on learning environments, integrating ICTs into teaching and learning activities, and technology enhanced science education.
Yigal Rosen is a Senior Director of Learning Solutions at ACTNext/ACT and a Project Director of PISA 2021 Creative Thinking Assessment. He and his group provide thought leadership on learning sciences, adaptive learning, and innovative assessment design in support of ACT's transition to a learning company. In addition to his role at ACTNext/ACT, Yigal is teaching design of technology-enhanced assessments at Harvard Graduate School of Education. Previously, Yigal led the Vice Provost for Advances in Learning Research Group at Harvard University. He and his group transformed digital learning in higher education at Harvard and beyond through adaptive learning, advanced data analytics, and innovative assessments. Prior to joining Harvard he was a Senior Research Scientist at Pearson, leading next generation research and development in PISA, NAEP, PARCC and 21st century skills programs.
Kristin Stoeffler, Senior Learning Solutions Designer at ACTNext/ACT, is the architect of the Cross-Cutting Capabilities components of the ACT Holistic Framework. Her work is focused on the design and development of the 21st century skill constructs (Collaborative Problem Solving, Technology Skills, Information & Communication Technology, Learning Skills, Creativity, etc.) within the ecosystem of ACT constructs, assessment products, and learning tools. Ms. Stoeffler is the lead assessment designer for PISA 2021 Innovative Domain – Creative Thinking and one of the key contributors to the validation efforts including cognitive labs and validation studies. Her work also includes development and prototyping of assessment games and leveraging new technologies for measurement of collaboration and scientific inquiry skills.
Shengquan Yu is a Professor at Beijing Normal University. He received a Ph.D. in Educational Technology from Beijing Normal University. His research fields include mobile and ubiquitous learning, ICT and curriculum integration, network learning technology, and education informatization policy. He has published about 100 peer reviewed academic papers, four popular science books and three scholarly monographs.