Storytelling with Learner Data: Guiding Student Reflection on Multimodal Team Data

Autor/inn/en	Fernandez-Nieto, Gloria Milena; Echeverria, Vanessa; Shum, Simon Buckingham; Mangaroska, Katerina; Kitto, Kirsty; Palominos, Evelyn; Axisa, Carmen; Martinez-Maldonado, Roberto
Titel	Storytelling with Learner Data: Guiding Student Reflection on Multimodal Team Data
Quelle	In: IEEE Transactions on Learning Technologies, 14 (2021) 5, S.695-708 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez-Nieto, Gloria Milena) ORCID (Shum, Simon Buckingham) ORCID (Mangaroska, Katerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2021.3131842
Schlagwörter	Student Attitudes; Story Telling; Accountability; Formative Evaluation; Learning Analytics; Teamwork; Nursing Education; Misconceptions; Simulation; Phrase Structure; Feedback (Response); Error Patterns; Teaching Methods; Error Correction; Clinical Experience; Information Technology + Suchen Sie Ihr Suchwort? Schülerverhalten; Verantwortung; Pflegepädagogik; Missverständnis; Simulation program; Simulationsprogramm; Phrasenstruktur; Fehlertyp; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Informationstechnologie
Abstract	There is growing interest in creating learning analytics feedback interfaces that support students directly. While dashboards and other visualizations are proliferating, the evidence is that many fail to provide meaningful insights that help students reflect productively. The contribution of this article is qualitative and quantitative evidence from two studies evaluating a multimodal teamwork analytics tool in authentic clinical teamwork simulations. Collocated activity data are rendered to help nursing students reflect on errors and stress-related incidents during simulations. The user interface explicitly guides student reflection using data storytelling principles, tuned to the intended learning outcomes. The results demonstrate the potential of interfaces that "tell one data story at a time," by helping students to identify misconceptions and errors; think about strategies they might use to address errors, and reflect on their arousal levels. The results also illuminate broader issues around automated formative assessment, and the intelligibility and accountability of learning analytics. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01