Learning dashboards at scale: early warning and overall first year experience     

Tom Broos  Maarten Pinxten  Margaux Delporte  Katrien Verbert  Tinne De Laet 《Assessment & Evaluation in Higher Education》2020,45(6):855-874

Abstract

In this study, we present a case study involving two self-service dashboards providing feedback on learning and study skills and on academic achievement. These dashboards were offered to first-year university students in several study programmes in Flanders, Belgium. Data for this study were collected using usage tracking (N?=?2875) and a survey taken at the beginning of the second year before (N?=?484) and after (N?=?538) the introduction of the dashboards. We found that early dashboard usage is related to academic achievement later in the academic year and that students’ review of the feedback received in the first year improved. Although these results are modest in comparison to how high the bar is sometimes set for learning analytics applications, we argue that low-cost deployments of self-service dashboards are an interesting approach to start building experience with similar tools and to start paving the way for future developments.  相似文献   

THE GOVERNMENTALIZATION OF LEARNING AND THE ASSEMBLAGE OF A LEARNING APPARATUS   总被引：1，自引：0，他引：1  

Maarten Simons  Jan Masschelein 《Educational theory》2008,58(4):391-415

Abstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self‐government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship.  相似文献   

Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement   总被引：1，自引：0，他引：1  

Vansteenkiste M  Simons J  Lens W  Soenens B  Matos L 《Child development》2005,76(2):483-501

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.  相似文献   

Literature and quality non-fiction: What’s the difference?     

Maarten Valken 《Publishing Research Quarterly》1998,14(2):3-5

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Do free will skeptics swallow their own medicine?     

Boudry  Maarten 《Metascience》2021,30(3):365-369

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Credibility-inspired ranking for blog post retrieval   总被引：1，自引：0，他引：1  

Wouter Weerkamp  Maarten de Rijke 《Information Retrieval》2012,15(3-4):243-277

Credibility of information refers to its believability or the believability of its sources. We explore the impact of credibility-inspired indicators on the task of blog post retrieval, following the intuition that more credible blog posts are preferred by searchers. Based on a previously introduced credibility framework for blogs, we define several credibility indicators, and divide them into post-level (e.g., spelling, timeliness, document length) and blog-level (e.g., regularity, expertise, comments) indicators. The retrieval task at hand is precision-oriented, and we hypothesize that the use of credibility-inspired indicators will positively impact precision. We propose to use ideas from the credibility framework in a reranking approach to the blog post retrieval problem: We introduce two simple ways of reranking the top n of an initial run. The first approach, Credibility-inspired reranking, simply reranks the top n of a baseline based on the credibility-inspired score. The second approach, Combined reranking, multiplies the credibility-inspired score of the top n results by their retrieval score, and reranks based on this score. Results show that Credibility-inspired reranking leads to larger improvements over the baseline than Combined reranking, but both approaches are capable of improving over an already strong baseline. For Credibility-inspired reranking the best performance is achieved using a combination of all post-level indicators. Combined reranking works best using the post-level indicators combined with comments and pronouns. The blog-level indicators expertise, regularity, and coherence do not contribute positively to the performance, although analysis shows that they can be useful for certain topics. Additional analysis shows that a relative small value of n (15–25) leads to the best results, and that posts that move up the ranking due to the integration of reranking based on credibility-inspired indicators do indeed appear to be more credible than the ones that go down.  相似文献   

How to improve reading comprehension in high-risk students: effects of class practices in Grade 5     

Gudrun Vanlaar  Katrijn Denies  Machteld Vandecandelaere  Jan Van Damme  Jean Pierre Verhaeghe  Maarten Pinxten 《School Effectiveness & School Improvement》2013,24(3):408-432

This study investigated the effect of class practices on students’ learning gains in reading comprehension in the 5th grade. A sample of 4,344 students in 283 classes in 176 schools was studied. Several class practices that have previously been demonstrated to be effective were tested while controlling for student characteristics and socioeconomic and ethnic class composition. Differential effects were tested to identify class practices that can contribute to narrowing the achievement gap between high- and low-risk students. Most class practices turned out to have a similar effect for both low- and high-risk students. However, “discovery learning” and “well-organised and attractive instruction” appeared to be more beneficial for low-risk than for high-risk students. Group composition in terms of social and ethnic background turned out to have no significant effect on learning gains in reading comprehension.  相似文献   

Does Science Presuppose Naturalism (or Anything at All)?     

Yonatan I. Fishman  Maarten Boudry 《Science & Education》2013,22(5):921-949

Several scientists, scientific institutions, and philosophers have argued that science is committed to Methodological Naturalism (MN), the view that science, by virtue of its methods, is limited to studying ‘natural’ phenomena and cannot consider or evaluate hypotheses that refer to supernatural entities. While they may in fact exist, gods, ghosts, spirits, and extrasensory or psi phenomena are inherently outside the domain of scientific investigation. Recently, Mahner (Sci Educ 3:357–371, 2012) has taken this position one step further, proposing the more radical view that science presupposes an a priori commitment not just to MN, but also to ontological naturalism (ON), the metaphysical thesis that supernatural entities and phenomena do not exist. Here, we argue that science presupposes neither MN nor ON and that science can indeed investigate supernatural hypotheses via standard methodological approaches used to evaluate any ‘non-supernatural’ claim. Science, at least ideally, is committed to the pursuit of truth about the nature of reality, whatever it may be, and hence cannot exclude the existence of the supernatural a priori, be it on methodological or metaphysical grounds, without artificially limiting its scope and power. Hypotheses referring to the supernatural or paranormal should be rejected not because they violate alleged a priori methodological or metaphysical presuppositions of the scientific enterprise, but rather because they fail to satisfy basic explanatory criteria, such as explanatory power and parsimony, which are routinely considered when evaluating claims in science and everyday life. Implications of our view for science education are discussed.  相似文献   

Educational choice in secondary school in Flanders: the relative impact of occupational interests on option choice     

Maarten Pinxten  Bieke De Fraine  Wim Van Den Noortgate  Jan Van Damme  Dickson Anumendem 《Educational Research and Evaluation》2013,19(6):541-569

The present study aims at unravelling the myriad of student-level (i.e., gender, socioeconomic status [SES], academic self-concept, achievement, ability, and occupational interests) and school-level (i.e., gender composition, maths composition, and SES composition) determinants of option choice in the academic track of secondary school in Flanders. We focused on 2 decisional thresholds in Flemish secondary education, namely, the transition from Grade 8 to Grade 9 (N = 2518) and from Grade 10 to Grade 11 (N = 2871). Data were analyzed through multinomial multilevel analysis. Our results strongly confirm Lent's (2005) jigsaw puzzle metaphor in that different factors go into a complex and dynamic interplay. Especially in the first grades, prior achievement is a major predictor of option choice in secondary education, whereas in the last years occupational interests become increasingly important. From a gender perspective, boys rather choose math/sciences-oriented options than girls. Option choice is mainly determined by student-level rather than school-level predictors.  相似文献   

One hundred boys,one hundred challenges: The examination and conservation of two Viennese folding screens decorated with a Chinese silk embroidery     

Edith Oberhumer  Maarten R. van Bommel  Matthijs de Keijzer  Suzan de Groot  Rudolf Erlach  Regina Hofmann-de Keijzer 《文物保护研究》2014,59(5):S119-S123

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