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- Hamidi, Ali
(author)
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A Systems Thinking Approach to Computational Thinking in Education
- 2023
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Licentiate thesis (other academic/artistic)abstract
- In today's rapidly changing world, the acquisition of essential skills is crucial for the success of young individuals. Among these skills, computational thinking (CT) plays a vital role in problem-solving and adapting to the complex and evolving demands of the 21st century. However, there is a need to explore the integration of other thinking skills alongside CT, as well as their application in educational settings.This study aims to address the gap in knowledge regarding the application of systems thinking to the development of CT and its integration into education. The primary objective is to explore the relationship between systems thinking and CT, providing a contextual framework for existing studies that focus on systems thinking in relation to CT. Additionally, the study explores how systems thinking can be applied to CT within educational contexts. By incorporating a systems thinking approach, a broader examination of the various factors involved in CT, including the technological landscape, individual skills and knowledge, and the social and cultural context, can be achieved.The thesis comprises three papers that describe research efforts conducted over three years. These projects focused on CT development using educational robotics and maker technologies, aiming to build and enhance CT skills among individuals of different ages and perspectives. The findings of the research efforts are synthesized and consolidated using the systemic FMA model, a comprehensive model that interconnects the frameworks of ideas, methodology, and the area of interest. This model conceptualizes CT practices as a system encompassing emergent properties, multiple perspectives, design interventions, and social and ethical considerations. The adopted FMA model enables methodological pluralism and facilitates critical examination of the boundaries of CT development, leading to conceptual and practical changes.The research contributes to the field of CT by providing insights into its theoretical foundations and practical applications, informing and guiding educational practices that are associated with CT.
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| 2. |
- Cukurova, Mutlu, et al.
(author)
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Modelling Collaborative Problem-solving Competence with Transparent Learning Analytics : Is Video Data Enough?
- 2020
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In: LAK20. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 270-275
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Conference paper (peer-reviewed)abstract
- In this study, we describe the results of our research to model collaborative problem-solving (CPS) competence based on analytics generated from video data. We have collected similar to 500 mins video data from 15 groups of 3 students working to solve design problems collaboratively. Initially, with the help of OpenPose, we automatically generated frequency metrics such as the number of the face-in-the-screen; and distance metrics such as the distance between bodies. Based on these metrics, we built decision trees to predict students' listening, watching, making, and speaking behaviours as well as predicting the students' CPS competence. Our results provide useful decision rules mined from analytics of video data which can be used to inform teacher dashboards. Although, the accuracy and recall values of the models built are inferior to previous machine learning work that utilizes multimodal data, the transparent nature of the decision trees provides opportunities for explainable analytics for teachers and learners. This can lead to more agency of teachers and learners, therefore can lead to easier adoption. We conclude the paper with a discussion on the value and limitations of our approach.
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| 4. |
- Ouhaichi, Hamza, et al.
(author)
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MBOX : Designing a Flexible IoT Multimodal Learning Analytics System
- 2021
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In: IEEE 21st International Conferenceon Advanced Learning TechnologiesICALT 2021. - : IEEE. - 9781665441063 ; , s. 122-126
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Conference paper (peer-reviewed)abstract
- Multimodal Learning Analytics (MMLA) provides opportunities for understanding and supporting collaborative problem-solving. However, the implementation of MMLA systems is challenging due to the lack of scalable technologies and limited solutions for collecting data from group work. This paper proposes the Multimodal Box (MBOX), an IoT-based system for MMLA, allowing the collection and processing of multimodal data from collaborative learning tasks. MBOX investigates the development and design for an IoT focusing on small group work in real-world settings. Moreover, MBOX promotes adaptation to different learning environments and enables a better scaling of computational resources used within the learning context.
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| 5. |
- Ouhaichi, Hamza, 1993-, et al.
(author)
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Rethinking MMLA : Design Considerations for Multimodal Learning Analytics Systems
- 2023
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In: L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale. - : ACM Digital Library. - 9798400700255 ; , s. 354-359
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Conference paper (peer-reviewed)abstract
- Designing MMLA systems is a complex task requiring a wide range of considerations. In this paper, we identify key considerations that are essential for designing MMLA systems. These considerations include data management, human factors, sensors and modalities, learning scenarios, privacy and ethics, interpretation and feedback, and data collection. The implications of these considerations are twofold: 1) The need for flexibility in MMLA systems to adapt to different learning contexts and scales, and 2) The need for a researcher-centered approach to designing MMLA systems. Unfortunately, the sheer number of considerations can lead to a state of "analysis paralysis," where deciding where to begin and how to proceed becomes overwhelming. This synthesis paper asks researchers to rethink the design of MMLA systems and aims to provide guidance for developers and practitioners in the field of MMLA.
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| 7. |
- Schnaider, Karoline, et al.
(author)
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Governmental Response to the COVID-19 Pandemic : A Quantitative Ethnographic Comparison of Public Health Authorities’ Communication in Denmark, Norway, and Sweden
- 2021
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In: Advances in Quantitative Ethnography. - Cham : Springer. - 9783030677879 - 9783030677886 ; , s. 406-421
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Conference paper (peer-reviewed)abstract
- The Scandinavian countries are often seen as a unity. However, during the COVID-19 pandemic striking differences on how the countries approached the crisis became evident. This quantitative-ethnographic (QE) study aimed to understand political and cultural similarities and differences between the three Scandinavian countries – Denmark, Norway and Sweden – through their crisis communications during the COVID-19 pandemic. Specifically, we focused on how the health authorities of the three countries, in their press releases, treated information about COVID-19 and acted in four fields: reorganization of population behavior, containment of viral transmission, preparation of health systems, and management of socioeconomic impacts. As a methodology, the QE tools nCoder and ENA were applied, respectively: to code the press releases and to correlate the treatment of information with the four fields of action. © 2021, Springer Nature Switzerland AG.
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| 8. |
- Vujovic, Milica, et al.
(author)
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Round or rectangular tables for collaborative problem solving? : A multimodal learning analytics study
- 2020
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In: British Journal of Educational Technology. - : John Wiley & Sons. - 0007-1013 .- 1467-8535. ; 51:5, s. 1597-1614
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Journal article (peer-reviewed)abstract
- The current knowledge of the effects of the physical environment on learners' behaviour in collaborative problem-solving tasks is underexplored. This paper aims to critically examine the potential of multimodal learning analytics, using new data sets, in studying how the shapes of shared tables affect the learners' behaviour when collaborating in terms of patterns of participation and indicators related to physical social interactions. The research presented in this paper investigates this question considering the potential interplay with contextual aspects (level of education) and learning design decisions (group size). Three dependent variables (distance between students, range of movement and level of participation) are tested using quantitative and qualitative analyses of data collected using a motion capture system and video recordings. Results show that the use of round tables (vs rectangular tables) leads to higher levels of on-task participation in the case of elementary school students. For university students, different table shapes seem to have a limited impact on their levels of participation in collaborative problem solving. The analysis shows significant differences regarding the relationship between group size and the distance between students, but there is no substantial evidence that group size affects the level of participation. The findings support previous research highlighting the importance of studying the role of the physical environment as an element of learning design and the potential of multimodal learning analytics in approaching these studies.
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