Measuring and Visualizing Learning in the Information-Rich Classroom

<p>Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents.</p><p>Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.</p> <p>Contents</p><p>Preface</p><p>Introduction</p><p>Section 1: Concepts and Research</p><p>1. Infrastructures for Improving Learning in Information-Rich Classrooms</p><p><em>Jeremy Roschelle and Andrew Krumm</em></p><p>2. Influencing Cognitive Density and Enhancing Classroom Orchestration</p><p><em>Carmen Biel, Gabriele Ciernak, Matthew D. Johnson, Susan Bull, and Friedrich W. Hesse</em></p><p>3. The Promise and Potential of e-assessment for Learning</p><p><em>Eric Ras, Denise Whitelock, and Marco Kalz</em></p><p>4. Learning Analytics. How can Data be Used to Improve Learning Practice?<br><em>Abelardo Pardo and Shane Dawson</em></p><p>5. Data Literacy and Use for Teaching</p><p><em>Barbara Wasson and Cecilie Hansen</em></p><p>6. Teacher Inquiry into Students' Learning: Researching Pedagogical Innovations</p><p><em>Rosemary Luckin, Cecile Hansen, Barbara Wasson, Wilma Clark, Katerina Avramides, Jade Hunter, and Martin Oliver</em></p><p>7. Designing Authentic Assessments in Higher Education</p><p><em>Peter Reimann and Maryam Khosronejad</em></p><p>Section 2: Methods for Measuring Learning</p><p>8. Competence-based Knowledge Space Theory: Options for the 21st Century Classroom</p><p><em>Michael D. Kickmeier-Rust and Dietrich Albert</em></p><p>9. Repertory Grids for Formative Assessment: Concept, Method, Tool and Findings</p><p><em>Ravi Vatrapu</em></p><p>10. Tracking and Assessing Students' Learning Strategies in Model-based Learning Environments</p><p><em>Lina Markauskaite and Michael Jacobson</em></p><p>11. Formative Assessment of Computer-supported Collaborative Learning and Knowledge Building</p><p><em>Jan van Aalst, Jin Mu, and Yuqin Yang</em></p><p>12. Integrating and Visualising Diagnostic Information for the Benefit of Learning</p><p><em>Susan Bull, Matthew D. Johnson, Drew Masci, and Carmen Biel</em></p><p>Section 3: Technology</p><p>13. Planning for Integration: A Meta-Modelling Approach using ADOxx</p><p><em>Wilfrid Utz, Robert Woitsch, and Zbigniew Misiak</em></p><p>14. Competence diagnostics, activity tracking, and evidence-based visual feedback: Visions vs. school realities</p><p><em>Michael Kickmeier-Rust, Klaus Hammermuller, Kolja Debus, Gerhilde Meissl-Egghart, and Carmen Biel</em></p><p>15. Storing and sharing student learning data with e-portfolios</p><p><em>Fabrizio Giorgini and Roland Unterberger</em></p><p>16. Designing for Visualisation of Formative Information on Learning</p><p><em>Matthew D. Johnson and Susan Bull</em></p>