Beat A Schwendimann | Ecole Polytechnique Federale de Lausanne (original) (raw)
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Papers by Beat A Schwendimann
Data logged within technology-based learning environments have the potential to support instructo... more Data logged within technology-based learning environments have the potential to support instructors' orchestration of learner activities. Whereas many learning environments now feature student and teacher dashboards, which promote reflection on activities after the fact, the affordances of displaying these data in real time is only beginning to be explored. To be useful, however, these data must be made accessible and actionable. This interactive demonstration will showcase designs for technologies that visualize student activities in real-time during technology-enhanced activities, with the aim of supporting instructors' orchestration. Together, they projects from various contexts with similar goals, it highlights common challenges, issues, and strategies with regard to the design and implementation of these tools.
Computers and Education, 2014
With the advent of information technology, emails have gained wide acceptability among students a... more With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend of the use of email communication by university students has been increasing significantly since its inception, despite the rapid growth of the popularity and acceptability of other social mediums (e.g.
Computers & Education, Dec 2014
With the advent of information technology, emails have gained wide acceptability among students a... more With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend of the use of email communication by university students has been increasing significantly since its inception, despite the rapid growth of the popularity and acceptability of other social mediums (e.g. Mobile phone and Facebook). In this study, we explore a longitudinal email communication network, which evolved under an increasing study load among 38 students throughout a university semester, using measures of social network analysis (SNA) and exponential random graph (ERG) models. This longitudinal network was divided into three waves, where each wave represents the portion of the complete longitudinal network that evolves between two consecutive observations. An increased study load was imposed through the assessment components of the course. SNA measures of degree centrality (i.e. the activity of an actor or actor popularity), betweenness centrality (i.e. the capacity to control the flow of information in a network), closeness centrality (i.e. reachable to other nodes) and reciprocity (i.e. tendency to make reciprocal links) are considered to explore this longitudinal network. ERG models are probabilistic models that are presented by locally determined explanatory variables and can effectively identify structural properties of networks. From the analysis of this email communication network, we notice that students’ network positions and behaviours change with the changes in their study load. In particular, we find that (i) students make an increased number of email communications with the increase of study load; (ii) the email communication network become sparse with the increase of study load; and (iii) the 2-star parameter (a subset of three nodes in which one node is connected to each of the other two nodes) and the triangle parameter (a subset of three nodes in which each node is connected to the other two nodes) can effectively explain the formation of network in wave3; whereas, the 3-star parameter (a subset of four nodes in which one node is connected to each of other three nodes) can effectively explain the formation of network in wave1 and wave2. Interpretations of these findings for the monitoring of student behaviour in online learning environments, as well as the implications for the design of assessment and the use of asynchronous tools are discussed in this paper.
Tangible User Interfaces (TUIs) have drawn the interest of HCI and learning communities because o... more Tangible User Interfaces (TUIs) have drawn the interest of
HCI and learning communities because of their potential
positive impact on the learning experience.
In this paper, we describe a preliminary study of a TUI ap-
plication for training spatial skills of carpenter apprentices.
We designed a tangible interface to perform a CAD mod-
elling activity in a way that resembles what apprentices do
in the workspace: shaping a wooden brick through sequen-
tial cuts by using a saw. The core of the study is to compare
the effects of TUI and GUI on the user experience, by tak-
ing advantage of eye-tracking data. We report two main
findings: first, the successful employment of eye-gaze tool in
TUI research which represents a novelty per-se. Second, a
significant impact of the TUI on the user experience which
gives some insights about the cognitive benefit of tangibles.
This article presents a comparison of the e ffects of input-output location (co-located versus d... more This article presents a comparison of the e ffects of input-output
location (co-located versus discrete) on user performance in a tangible user interface (TUI) system. We conducted a mobile eye-tracking study with two diff erent versions of a TUI system and, despite similar performances in both conditions, our fi ndings revealed diff erences in the users gaze patterns, shading new light on the underlying cognitive processes.
Vocational education taking place in the dual contexts of workplace and school often lacks integr... more Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multi-dimensional pedagogical model, called the ‘Erfahrraum’, for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The ‘Erfahrraum’ model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasizes the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the ‘Erfahrraum’ model.
The architecture of productive learning networks (Routledge), 2013
The architecture of productive learning networks (Routledge ), 2013
Digital knowledge maps in education: Technology enhanced support for teachers and learners (Springer), 2013
Encyclopedia of science education, 2013
Proceedings of the 9th international conference on computer-supported collaborative learning (CSCL). Hong Kong, China, 2011
Intelligent Tutoring …, 2012
One of the main challenges for teachers in facilitating and orchestrating collaborative activitie... more One of the main challenges for teachers in facilitating and orchestrating collaborative activities within multiple groups is that they cannot see information in real time and typically see only the final product of the groups' activity. This is a problem as it means that ...
Proceedings of the 9th …, 2010
Abstract One major goal of science education is for students to develop sophisticated explanation... more Abstract One major goal of science education is for students to develop sophisticated explanations of the natural world (NRC, 2000). Scientists create and revise conceptual scientific models that they employ to develop and refine explanations. Scientists also have distinct forms and criteria for accepted explanations. Likewise, inquiry-based teaching enables students to ask questions, develop conceptual models and explanations, and critique and refine their explanations. However, students build upon existing, everyday ...
Dissertation, 2012
Mapping biological ideas: Concept maps as knowledge integration tools for evolution education
Perspectives on …, 2012
Technology Enhanced Learning in Science Center (TELS) received funding from the US National Scien... more Technology Enhanced Learning in Science Center (TELS) received funding from the US National Science Foundation to investigate approaches for improving learning and instruction in science classes for students in grades 6–12 with a focus on the role that information technology can play. The knowledge integration framework informs the design of TELS curricula in terms of supporting students in (1) eliciting ideas,(2) adding ideas,(3) developing criteria for evaluating ideas, and (4) sorting and connecting ideas based on ...
American Psychosomatic Medicine, 65(1), 2003
Data logged within technology-based learning environments have the potential to support instructo... more Data logged within technology-based learning environments have the potential to support instructors' orchestration of learner activities. Whereas many learning environments now feature student and teacher dashboards, which promote reflection on activities after the fact, the affordances of displaying these data in real time is only beginning to be explored. To be useful, however, these data must be made accessible and actionable. This interactive demonstration will showcase designs for technologies that visualize student activities in real-time during technology-enhanced activities, with the aim of supporting instructors' orchestration. Together, they projects from various contexts with similar goals, it highlights common challenges, issues, and strategies with regard to the design and implementation of these tools.
Computers and Education, 2014
With the advent of information technology, emails have gained wide acceptability among students a... more With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend of the use of email communication by university students has been increasing significantly since its inception, despite the rapid growth of the popularity and acceptability of other social mediums (e.g.
Computers & Education, Dec 2014
With the advent of information technology, emails have gained wide acceptability among students a... more With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend of the use of email communication by university students has been increasing significantly since its inception, despite the rapid growth of the popularity and acceptability of other social mediums (e.g. Mobile phone and Facebook). In this study, we explore a longitudinal email communication network, which evolved under an increasing study load among 38 students throughout a university semester, using measures of social network analysis (SNA) and exponential random graph (ERG) models. This longitudinal network was divided into three waves, where each wave represents the portion of the complete longitudinal network that evolves between two consecutive observations. An increased study load was imposed through the assessment components of the course. SNA measures of degree centrality (i.e. the activity of an actor or actor popularity), betweenness centrality (i.e. the capacity to control the flow of information in a network), closeness centrality (i.e. reachable to other nodes) and reciprocity (i.e. tendency to make reciprocal links) are considered to explore this longitudinal network. ERG models are probabilistic models that are presented by locally determined explanatory variables and can effectively identify structural properties of networks. From the analysis of this email communication network, we notice that students’ network positions and behaviours change with the changes in their study load. In particular, we find that (i) students make an increased number of email communications with the increase of study load; (ii) the email communication network become sparse with the increase of study load; and (iii) the 2-star parameter (a subset of three nodes in which one node is connected to each of the other two nodes) and the triangle parameter (a subset of three nodes in which each node is connected to the other two nodes) can effectively explain the formation of network in wave3; whereas, the 3-star parameter (a subset of four nodes in which one node is connected to each of other three nodes) can effectively explain the formation of network in wave1 and wave2. Interpretations of these findings for the monitoring of student behaviour in online learning environments, as well as the implications for the design of assessment and the use of asynchronous tools are discussed in this paper.
Tangible User Interfaces (TUIs) have drawn the interest of HCI and learning communities because o... more Tangible User Interfaces (TUIs) have drawn the interest of
HCI and learning communities because of their potential
positive impact on the learning experience.
In this paper, we describe a preliminary study of a TUI ap-
plication for training spatial skills of carpenter apprentices.
We designed a tangible interface to perform a CAD mod-
elling activity in a way that resembles what apprentices do
in the workspace: shaping a wooden brick through sequen-
tial cuts by using a saw. The core of the study is to compare
the effects of TUI and GUI on the user experience, by tak-
ing advantage of eye-tracking data. We report two main
findings: first, the successful employment of eye-gaze tool in
TUI research which represents a novelty per-se. Second, a
significant impact of the TUI on the user experience which
gives some insights about the cognitive benefit of tangibles.
This article presents a comparison of the e ffects of input-output location (co-located versus d... more This article presents a comparison of the e ffects of input-output
location (co-located versus discrete) on user performance in a tangible user interface (TUI) system. We conducted a mobile eye-tracking study with two diff erent versions of a TUI system and, despite similar performances in both conditions, our fi ndings revealed diff erences in the users gaze patterns, shading new light on the underlying cognitive processes.
Vocational education taking place in the dual contexts of workplace and school often lacks integr... more Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multi-dimensional pedagogical model, called the ‘Erfahrraum’, for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The ‘Erfahrraum’ model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasizes the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the ‘Erfahrraum’ model.
The architecture of productive learning networks (Routledge), 2013
The architecture of productive learning networks (Routledge ), 2013
Digital knowledge maps in education: Technology enhanced support for teachers and learners (Springer), 2013
Encyclopedia of science education, 2013
Proceedings of the 9th international conference on computer-supported collaborative learning (CSCL). Hong Kong, China, 2011
Intelligent Tutoring …, 2012
One of the main challenges for teachers in facilitating and orchestrating collaborative activitie... more One of the main challenges for teachers in facilitating and orchestrating collaborative activities within multiple groups is that they cannot see information in real time and typically see only the final product of the groups' activity. This is a problem as it means that ...
Proceedings of the 9th …, 2010
Abstract One major goal of science education is for students to develop sophisticated explanation... more Abstract One major goal of science education is for students to develop sophisticated explanations of the natural world (NRC, 2000). Scientists create and revise conceptual scientific models that they employ to develop and refine explanations. Scientists also have distinct forms and criteria for accepted explanations. Likewise, inquiry-based teaching enables students to ask questions, develop conceptual models and explanations, and critique and refine their explanations. However, students build upon existing, everyday ...
Dissertation, 2012
Mapping biological ideas: Concept maps as knowledge integration tools for evolution education
Perspectives on …, 2012
Technology Enhanced Learning in Science Center (TELS) received funding from the US National Scien... more Technology Enhanced Learning in Science Center (TELS) received funding from the US National Science Foundation to investigate approaches for improving learning and instruction in science classes for students in grades 6–12 with a focus on the role that information technology can play. The knowledge integration framework informs the design of TELS curricula in terms of supporting students in (1) eliciting ideas,(2) adding ideas,(3) developing criteria for evaluating ideas, and (4) sorting and connecting ideas based on ...
American Psychosomatic Medicine, 65(1), 2003