Towards the development of multimodal action based assessment

In this paper, we describe multimodal learning analytics techniques for understanding and identifying expertise as students engage in a hands-on building activity. Our techniques leverage process-oriented data, and demonstrate how this temporal data can be used to study student learning. The proposed techniques introduce useful insights in how to segment and analyze gesture- and action-based generally, and may also be useful for other sources of process rich data. Using this approach we uncover new ideas about how experts engage in building activities. Finally, a primary objective of this work is to motivate additional research and development in the area of authentic, automated, process-oriented assessments.

[1]  J. Dewey.  My Pedagogic Creed , 1926 .

[2]  S. B. Needleman,et al.  A general method applicable to the search for similarities in the amino acid sequence of two proteins. , 1970, Journal of molecular biology.

[3]  J. Dewey,et al.  Interest and Effort in Education , 1975 .

[4]  R. Glaser.  Advances in Instructional Psychology , 1978 .

[5]  Seymour Papert,et al.  Mindstorms: Children, Computers, and Powerful Ideas , 1981 .

[6]  K. Hoppe.  Hemispheric specialization and creativity. , 1988, The Psychiatric clinics of North America.

[7]  K. Crowley,et al.  The microgenetic method. A direct means for studying cognitive development. , 1991, The American psychologist.

[8]  John R. Anderson,et al.  Implications of the ACT-R Learning Theory: No Magic Bullets , 2000 .

[9]  L. Mason,et al.  Reconsidering conceptual change: issues in theory and practice , 2002 .

[10]  A. diSessa.  Why “Conceptual Ecology” is a Good Idea , 2002 .

[11]  G. Hatano,et al.  Commentary: Reconceptualizing School Learning Using Insight From Expertise Research , 2003 .

[12]  Susan M. Wagner,et al.  Probing the Mental Representation of Gesture: Is Handwaving Spatial?. , 2004 .

[13]  湯淺 太一,et al.  20世紀の名著名論:Seymour Papert: Mindstorms:Children Computers and Powerful Ideas Basic Books New York 1980 , 2005 .

[14]  Manu Kapur.  Productive Failure , 2006, ICLS.

[15]  P. Robbins,et al.  The Cambridge Handbook of Situated Cognition , 2001 .

[16]  Daniel L. Schwartz,et al.  Prospective Adaptation in the Use of External Representations , 2009 .

[17]  D. Kirsh.  Problem Solving and Situated Cognition , 2009 .

[18]  P. Benner.  The Cambridge Handbook of Situated Cognition: Book Review , 2010 .

[19]  L. Darling-Hammond,et al.  Prospects and challenges for inquiry-based approaches to learning , 2010 .

[20]  Marcelo Worsley,et al.  What's an Expert? Using Learning Analytics to Identify Emergent Markers of Expertise through Automated Speech, Sentiment and Sketch Analysis , 2011, EDM.

[21]  George Siemens,et al.  Learning analytics and educational data mining: towards communication and collaboration , 2012, LAK.

[22]  Marie Bienkowski,et al.  Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief , 2012 .

[23]  Marcelo Worsley,et al.  Multimodal learning analytics: enabling the future of learning through multimodal data analysis and interfaces , 2012, ICMI '12.

[24]  Paulo Blikstein,et al.  Multimodal learning analytics , 2013, LAK '13.