Usage Scenarios and Evaluation of Teacher Assistance Tools for Exploratory Learning Environments

One of the main obstacles to the integration of exploratory learning environments (ELEs) in the classroom, in spite of their benefits in terms of student engangement and long-term learning, is teachers’ perceived lack of control. There is a clear need to provide teachers with tools that enhance their awareness of the classroom state and give them control over their students’ learning activities. This paper discusses teachers’ requirements for such tools in the context of an ELE supporting the learning of algebraic generalisation and describes our iterative approach to designing, developing and evaluating the tools in collaboration with teachers. The paper describes the design and outcomes of formative and summative evaluations undertaken with the tools. We draw conclusions relating to the value of the tools to teachers and their possible extensions to other learning domains.

[1]  Alexandra Poulovassilis,et al.  The Design of Teacher Assistance Tools in an Exploratory Learning Environment for Mathematics Generalisation , 2010, EC-TEL.

[2]  Nadine Mandran,et al.  Supervising Distant Simulation-Based Practical Work: Environment and Experimentation , 2009, EC-TEL.

[3]  Carlos Delgado Kloos,et al.  21st Century Learning for 21st Century Skills , 2012, Lecture Notes in Computer Science.

[4]  Manolis Mavrikis,et al.  A Separation of Concerns for Engineering Intelligent Support for Exploratory Learning Environments , 2012 .

[5]  Dror Ben-Naim,et al.  Visualization and Analysis of Student Interactions in an Adaptive Exploratory Learning Environment , 2008 .

[6]  Carlos Delgado Kloos,et al.  Enhancing Orchestration of Lab Sessions by Means of Awareness Mechanisms , 2012, EC-TEL.

[7]  Carlos Delgado Kloos,et al.  Peeking into the black box: visualising learning activities , 2012 .

[8]  Manolis Mavrikis,et al.  Metafora: A Web-Based Platform for Learning to Learn Together in Science and Mathematics , 2013, IEEE Transactions on Learning Technologies.

[9]  Cristina Conati,et al.  Combining Unsupervised and Supervised Classification to Build User Models for Exploratory , 2009, EDM 2009.

[10]  R. Mayer.  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.

[11]  Carlos Delgado Kloos,et al.  Monitoring student progress using virtual appliances: A case study , 2012, Comput. Educ..

[12]  Wouter van Joolingen,et al.  Developments in Inquiry Learning , 2009 .

[13]  Alexandra Poulovassilis,et al.  The design of a system to support exploratory learning of algebraic generalisation , 2012, Comput. Educ..

[14]  Luc Trouche,et al.  Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations , 2004, Int. J. Comput. Math. Learn..

[15]  Manolis Mavrikis,et al.  Sowing the seeds of algebraic generalization: designing epistemic affordances for an intelligent microworld , 2013, J. Comput. Assist. Learn..

[16]  Heinz Ulrich Hoppe,et al.  Effects of awareness support on moderating multiple parallel E-discussions , 2009, CSCL.

[17]  Chronis Kynigos.  Insights into Pupils’ and Teachers’ Activities in Pupil- Controlled Problem-Solving Situations: A Longitudinally Developing Use for Programming by All in a Primary School , 1992 .

[18]  D John,et al.  Whispers in the Classroom. , 2007 .

[19]  Celia Hoyles,et al.  Windows on Mathematical Meanings , 1996 .

[20]  Alexandra Poulovassilis,et al.  Design of Teacher Assistance Tools in an Exploratory Learning Environment for Algebraic Generalization , 2012, IEEE Transactions on Learning Technologies.

[21]  Richard E. Clark,et al.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .

[22]  Ton de Jong,et al.  Scientific Discovery Learning with Computer Simulations of Conceptual Domains , 1998 .

[23]  Camila Cortez,et al.  Learning to collaborate by collaborating: a face-to-face collaborative activity for measuring and learning basics about teamwork , 2009, J. Comput. Assist. Learn..

[24]  Celia Hoyles,et al.  On the Integration of Digital Technologies into Mathematics Classrooms , 2004, Int. J. Comput. Math. Learn..

[25]  Vania Dimitrova,et al.  CourseVis: A graphical student monitoring tool for supporting instructors in web-based distance courses , 2007, Int. J. Hum. Comput. Stud..

[26]  L. Healy,et al.  Charting the microworld territory over time: design and construction in mathematics education , 2010 .