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    Towards a teaching analytics tool for supporting reflective educational (re)design in Inquiry-based STEM Education

    Access Status
    Fulltext not available
    Authors
    Sergis, S.
    Sampson, Demetrios
    Date
    2016
    Type
    Conference Paper
    
    Metadata
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    Citation
    Sergis, S. and Sampson, D. 2016. Towards a teaching analytics tool for supporting reflective educational (re)design in Inquiry-based STEM Education, pp. 314-318.
    Source Title
    Proceedings - IEEE 16th International Conference on Advanced Learning Technologies, ICALT 2016
    DOI
    10.1109/ICALT.2016.134
    ISBN
    9781467390415
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/51223
    Collection
    • Curtin Research Publications
    Abstract

    © 2016 IEEE.Providing appropriate tool-supported guidance to students is an essential aspect of technology-supported inquirybased STEM education, in order to facilitate them in engaging in diverse inquiry tasks. However, analyzing educational designs and evaluating the level of tool-supported guidance provided towards reflective remedying actions is not a trivial task, especially for novice STEM teachers. In this context, the paper presents the design and preliminary evaluation of an inquiry-based STEM Teaching Analytics Tool. This tool aims to visually analyze and evaluate existing educational designs in terms of the level of technology-supported guidance they offer and support teachers' reflective (re)design. The preliminary evaluation results attest to the high levels of accuracy of the proposed Teaching Analytics Tool and provide evidence of its capacity to inform future Teaching and Learning Analytics tools for facilitating STEM teachers to engage in data-driven reflective (re)design of their practice.

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