The paper was presented at ITHET 2015: http://infoscience.epfl.ch/record/206896?ln=en Blended inquiry learning, where students for example use online labs to perform experiments, is considered a promising approach to increase the skills and interest of students in science, technology, engineering, and mathematics domains. For teachers to provide adequate guidance to their students, it is critical that they are aware of the progress and difficulties encountered by each student. This can be accomplished through visual learning analytics, namely by tracking student interaction, data analysis and adequate visualisations. To address this awareness issue, we present in this paper a set of contextual learning analytics apps which provide the teacher with learning-specific information. This paper presents a requirement analysis from a summer school with 32 teachers, the design and implementation of three contextual learning analytics apps, the main outcomes from a case study as well as an outlook on future research avenues. Future work: Knowlege Analytics with Kibana

1. Contextual Learning Analytics
Apps to Create Awareness in
Blended Inquiry Learning
Andrii Vozniuk, María Jesús Rodríguez-Triana, Adrian
Holzer, Sten Govaerts, David Sandoz and Denis Gillet
The copyright of images belongs to their authors. I will remove them on demand. Contact me at andrii.vozniuk@epfl.ch

2. REACT:EPFL:Lausanne

3. Interaction Systems
Knowledge Management
graspeo.org

4. seance.ch/speakup
SpeakUp
Interaction Systems
BaloneyMeter
Education
baloneymeter.ch

5. Interaction Systems
Education

6. Go-Lab
FP7 EU Project
go-lab-project.eu

9. Remote Labs
zero setup

10. Remote Labs
are Safe

11. Inquiry Learning Spaces
Orientation
Conceptu-
alization
Discussion
Investigation
Conclusion
Scaffolding tools personalised
for students level and tasks
Online labs being
either remote labs, virtual labs
or scientific data sets
Structure learning
like a scientist

13. Authoring ILS
graasp.eu
in Graasp

14. Web Apps
Inquiry Learning Apps
http://www.golabz.eu/
Repository:

15. http://graasp.eu/ils/54f038f38cd7e5edb8e860a2?lang=en
Standalone ILS

16. Blended Learning Sessions
The session is
physically in the
class
Part of the session is
on an online platform
*Image from http://www.globalenglish.com/why_PEBS/blended_learning

17. Blended Learning Sessions

18. In blended
learning
sessions it is
hard to follow
the progress!

19. How to
improve
teacher’s
awareness
in blended
learning ?

20. Contextual LA Apps
graasp.eu

21. Contextual Apps
We call the apps “contextual”
since such apps can be embedded
into the context where the
students and the teacher work,
understand the context and
visualise the data present in this
specific context

22. Teacher Awareness Needs
Results from survey of 32 teachers

23. Activity Streams

24. Active Students App

25. Time Spent App

26. Submitted Reports App

27. How Does It Work?

28. are

29. the

30. tools

31. easy

32. to

33. use?

34.
do

35. they

36. improve

37. awareness?
Evaluation:

38. Interview with teachers before the
class to assess relevance
Attending the class using the apps,
two case studies
Interview with teachers after the class
to get feedback
Methodology
First
Interview
Case Studies
Second
Interview

39. First Interview
Relevance of the Apps

40. Case Study 1
90 minutes
1 teacher T1
11 students

41. Case Study 2
90 minutes
1 teacher T2
17 students

42. Teachers’ Feedback
Both T1 and T2 agreed on the usefulness of the apps for
awareness of the learning progress for teachers and students
The Time Spent app was not seen as significantly useful for
awareness. However, both teachers agreed that it could be
relevant for better understanding the students’ progress and
reflection
Real-time awareness tools were well received by the teachers
both in terms of usability and applicability. Both T1 and T2
stated that the tools helped them to monitor the progress of
the students in the classroom but they could be also useful in
order to have evidence of the work done at home
Second Interview

43. During the evaluation the students expressed awareness needs as well
The main benefit was to have a reference about the
progress. The main disadvantages identified by the
students were:
1) the distraction the apps may cause
2) the stress caused by being compared among
themselves
Students’ Feedback
Second Interview
Students did not pose any concern about the
teacher accessing the information

44. Other
Possible Applications

45. Contextual Analytics Applications
Knowledge Analytics with Kibana

46. Contextual Analytics Applications
Knowledge Analytics with Kibana

47. Questions?
Feedback!
andrii.vozniuk@epfl.ch